More Information

Daniel Ness

Professor
Curriculum and Instruction
PhD, Departments of Human Development and 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 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 human development, developmental and cognitive psychology, mathematics, natural sciences, 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 the development of mathematical thinking and spatial and geometric thinking from birth through adolescence. 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 awarded the 2018 Society of Professors of Education Outstanding Book Award. Dr. Ness's most recent book project examines the efficacy of what he refers to as visuo-constructive play objects (VCPOs), which include, but are not limited to, play blocks, bricks (e.g., LEGOs), planks, and other constructive play materials.

Teaching Interests

Human Development; Cognition; Development of Mathematical Thinking; Mathematics Methods; Spatial Cognition as a Cross-cutting Concept in All Academic Domains

Research Interests

Development of Spatial Thinking, Emergent Engineering Concepts, and Architectural Principles in the Everyday Context; Spatial Cognition; Affordances of Constructive Play Objects

Courses Taught

EDU
101
INTRODUCTION TO EDUCATION
EDU
1030
INDEPENDENT STUDY
EDU
7891
INDEPENDENT STUDY - CURR & INS
EDU
8009
CRIT & HIST PERS W/ED & ED RES

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.

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.

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