Daniel Ness

Professor

PhD, Departments of Human Development and Mathematics, Science, & Technology; Specialization in Developmental Psychology and Mathematical Thinking, Columbia University, Graduate School of Arts and SciencesMPhil, Departments of Human Development and Mathematics, Science, & Technology, Columbia University, Graduate School of Arts and SciencesMS, Departments of Human Development and Mathematics, Science, & Technology, Columbia University, Teachers CollegeMA, Departments of Human Development and Mathematics, Science, & Technology, Columbia University, Teachers CollegeMA, Musicology, Department of Music, Columbia University, Graduate School of Arts and SciencesBA, 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, he has published articles in the area of curriculum studies. 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, Block Parties: Identifying Emergent STEAM Thinking through Play, 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; Curriculum Studies

Research Interests

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

Courses Taught

EDU

1006

METHODS OF TEACHING MATH

EDU

1007

METHODS OF TEACHING SCIENCE

EDU

1011H

HUMAN RLTN & MULTICLTRL HNRS

EDU

1055

ART OF WRITING FOR EDUCATORS

EDU

1066

MATH CONTENT FOR ELM SCH TCHRS

EDU

1093

INNOV STRAT SEC SET: MATH

EDU

7137

CUR TRENDS/RES/ASSMT TEACH MTH

EDU

7293

INNOV STRAT SEC SET: MATH

EDU

7297

INTRO TO RESEARCH METHODS

EDU

7299T

MATH CONTENT & BEST PRACTICES

EDU

7585

CAPSTONE: ASSESSMENT/ LEARNING

EDU

7585T

CAPSTONE: ASSESSMENT/ LEARNING

EDU

8004

VISIONS OF RESEARCH

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.

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

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.