More Information

Daniel Ness

Associate Professor
Curriculum and Instruction
PhD, Department of Mathematics, Science, & Technology; Specialization in Developmental Psychology and Mathematical Thinking, Columbia University, Graduate School of Arts and Sciences
MPhil, Departments of Human Development and Mathematics, Science, & Technology, Columbia University, Graduate School of Arts and Sciences
MS, Departments of Human Development and Mathematics, Science, & Technology, Columbia University, Teachers College
MA, Departments of Human Development and Mathematics, Science, & Technology, Columbia University, Teachers College
MA, Musicology, Department of Music, Columbia University, Graduate School of Arts and Sciences
BA, Music and Mathematics, State University of New York (SUNY) at Albany
Daniel Ness holds a Ph.D. from Columbia University’s Graduate School of Arts and Sciences; an M.S. and M.A. from Columbia University, Teachers College; an M.A. from Columbia University, Graduate School of Arts and Sciences; and a B.A. from SUNY at Albany. He is an associate professor of Curriculum and Instruction. Dr. Ness specializes in spatial development and cognition in STEM curriculum from birth through adolescence. He has taught courses in mathematics, natural science, human development, educational psychology, and mathematics and science pedagogical content. He has also developed assessment techniques for diagnosing mathematical and scientific thinking. In addition, Dr. Ness has authored numerous articles on mathematics development and spatial and geometric thinking. His book, Spatial Intelligence: Why It Matters from Birth through the Lifespan (Routledge) was published in 2017, and his edited book, Alternatives to Privatizing Public Education and Curriculum, has been nominated for the 2018 Society of Professors of Education Outstanding Book Award.

Teaching Interests

Development of Mathematical Thinking; Mathematics Methods

Research Interests

Development of Spatial Thinking, Emergent Engineering Concepts, and Architectural Principles in the Everyday Context

Courses Taught

EDU
7114
EARLY CHILDHOOD ASSOC TEACHING
EDU
7114I
EARLY CHILDHOOD ASSOC TEACHING
EDU
7115I
CHILDHOOD EDU ASSOC TEACHING
EDU
7115
CHILDHOOD EDU ASSOC TEACHING
EDU
7117I
ASSOCIATE TEACH: ADOLESCENCE
EDU
7117
ASSOCIATE TEACH: ADOLESCENCE

Select Publications

Journal Articles

Ness, D., Farenga, S. J., Shah, V., and Garofalo, S. G. (2016). Repositioning science reform efforts: Four practical recommendations from the field. Improving Schools. vol. 19, pp. 258-266.

Ness, D., and Farenga, S. (2016). Blocks, Bricks, and Planks: Relationships between Affordance and Visuo-Spatial Constructive Play Objects. American Journal of Play. vol. 8, pp. 201-227.

Farenga, S. J., Ness, D., and Sawyer, R. D. (2015). Avoiding Equivalence by Leveling: Challenging the Consensus-Driven Curriculum that Defines Students as ‘Average’. Journal of Curriculum Theorizing. vol. 30, pp. 8-27.

Farenga, S. J., Ness, D., and Hutchinson, M. (2015). Discussion of Animal Stem Cells in the Classroom. The American Biology Teacher. vol. 77, pp. 405-412.

Books

Ness, D., Farenga, S. J., and Garofalo, S. G. (2017). Spatial Intelligence: Why It Matters from Birth through the Lifespan. New York: Routledge Taylor & Francis.

Ness, D., and Farenga, S. (2016). Blocks, Bricks, and Planks: Relationships between Affordance and Visuo-Spatial Constructive Play Objects. American Journal of Play. vol. 8, pp. 201-227. (2017). Alternatives to Privatizing Public Education and Curriculum: Conversations in Honor of Dale D. Johnson. New York: Routledge Taylor & Francis.

Johnson, D. D., Johnson, B., Farenga, S. J., and Ness, D. (2005). Trivializing Teacher Education: The Accreditation Squeeze. Lanham, MD: Rowman & Littlefield. pp. 248.

Farenga, S. J., and Ness, D. (2005). Encyclopedia of Education and Human Development. New York: Routledge Taylor & Francis.

Others

Ness, D., and Lin, C. (2013). International education: An encyclopedia of contemporary issues and systems. New York: Routledge Taylor & Francis. pp. 901.