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| Name: Associate Professor
Yoshinori Shimizu
Position: Associate Professor of Mathematics
Education
LPS Team Leader in Japan
Contact details:
Graduate School of Comprehensive Human Science
University of Tsukuba
1-1-1 Tennodai, Tsukuba-shi, Ibaraki, 305-8572
Japan
Phone/ Fax: +81-29-853-4693
E-mail : yshimizu@human.tsukuba.ac.jp
Home-page:http://www.u-gakugei.ac.jp/~shimizu/
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Recent and current professional activities:
He has been working on several
international projects, including Learner's Perspective Study,
TIMSS Videotape Classroom Study, and TIMSS Curriculum Analysis.
Currently, he is a member of Mathematics Expert Group for OECD-PISA2003.
Also, he has been working on Japan-Australian Collaborative
Research on Classroom Practice for three years as the co-principal
investigators with David Clarke.
Selected publications:
*Capturing the Structure of Japanese Mathematics Lessons: Some Findings
of International Comparative Studies. D. Edge & Y. B. Har (eds.) Proceedings
of Second East Asia Regional Conference on Mathematics Education and Ninth
Southeast Asian Conference on Mathematics Education. Volume 1, Invited
Papers: Plenary Lectures and Regular Lectures. 168-176. 2002.5
*Discrepancies in Perceptions of Lesson Structure between the Teacher and
the Students in the Mathematics Classroom. Paper presented at the interactive
symposium, (International Perspectives on Mathematics Classrooms ( at the
Annual Meeting of the American Educational Research Association, New Orleans,
April 4, 2002
Why the Mathematics Performance of Japanese Students Is Higher Than That
of Students in Western Countries: Listening to the Voices from the Inside.
Mathematics Education Dialogues, November, 2001, National Council of Teachers
of Mathematics.
Even college students cannot calculate fractions: Mathematics goals and
students achievement in Japan. Marja van den Heuvel-Panhuizen (eds.) The
Proceedings of 25th Conference of the International Group for the Psychology
of Mathematics Education, Vol.1, 170-173, 2001
*Discussing Multiple Solutions to a Problem: A Japanese Perspective on
the TIMSS Videotape Classroom Study. Paper presented at the TSG23: TIMSS
and Comparative Studies in Mathematics Education, The 9th International
Congress on Mathematical Education. July 31-August 6, 2000 Tokyo/Makuhari
Explaining your solution to younger children in a written assessment task.
In T. Nakahara & M. Koyama (eds.) The Proceedings of 24th Conference
of the International Group for the Psychology of Mathematics Education,
Vol.4, 153-160, 2000
*Studying sample lessons rather than one excellent lesson: A Japanese perspective
on the TIMSS Videotape Classroom Study. Zentralblatt fur Didaktik der Mathematik.
99/6, 191-195, 1999
Aspects of Mathematics Teacher Education in Japan: Focusing on Teachers'
Role. Journal of Mathematics Teacher Education. Vol.2, No.1, 107-116, 1999
Some Finding of the US-Japan Cross-cultural Research on Students' Problem-solving
Behaviours. (with Jerry P. Becker, Toshio Sawada) 121-139. In G. Kaiser,
E. Luna & I. Huntley (eds.) International Comparisons in Mathematics
Education. Falmer Press.,1998
Assessing Students' Performance on an Extended Task: A Story from a Japanese
Classroom (with Diana V. Lambdin) Mathematics Teacher. Vol.90, No.8, 658-664,
1997
* Denotes LPS related papers.
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Name: TOSHIAKIRA
FUJII
Position: Professor at Tokyo Gakugei University.
Contact details:
Tokyo Gakugei University
4-1-1 Nukuikita machi, Koganei, Tokyo,
Japan, zip 184-8501
Phone/ Fax: +81 42 329 7469
E-mail: tfujii@u-gakugei.ac.jp
Home-page:http://tfujii.schoolbus.jp |
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Recent and current professional activities:
His interests include teacher education and analyzing and evaluating students'
understanding of school algebra.
Selected publications:
Fujii, T. (2002). Assessment of Japanese Students' Mathematical Understanding
Focusing on School Algebra. In Toshiakira Fujii, Proceedings of Second
East Asia Regional Conference on Mathematics Education and Ninth Southeast
Asian Conference on Mathematical Education, Volume 1, Invited Papers Plenary
Lectures and Regular Lectures.
Fujii, T. (2002). Creating a Bridge Between Early Algebra Arithmetic Thought
Quasi-Variable Expressions. In Toshiakira Fujii, M. Stephen, Proceedings
of Second East Asia Regional Conference on Mathematics Education and Ninth
Southeast Asian Conference on Mathematical Education, Volume 2, Selected
Papers.
Fujii, T. (2001). Fostering an Understanding of Algebraic Generali zation
through Number Expressions: The Role of Quasi-variable. Toshiakira Fujii,
M. Stephen, Proceedings of 12th ICMI Study Conference, The Future of the
Teaching and Learning of Algebra.
Fujii, T. (2001).The Changing Winds in Japanese Mathematics Educa tion.Toshiakira
Fujii,
Mathematics Education Dialogues, National Council of Teachers ofMathematics,
http://www.nctm.org/dialogues/2001-11
Fujii, T. (2001). American Students' Understanding of Algebraic Expressions:
Focusing on the Convention of Interpreting Literal Symbols, The Journal
of Science Education in Japan, Vol. 25 No. 3.
Fujii, T. (1998). A Cross-cultural Study of Classroom Practices Based ona
Common Topic. Toshiakira Fujii, Koichi Kumagai, Yoshinori Shimizu, Yosisige
Sugiyama, Tsukuba, Journal of Educational Study in Mathematics.
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Name: KEIKO
HINO
Position: Associate Professor
Contact details:
Nara University of Education
Postal: Takabatake-cho, Nara-shi, Nara 630-8528 Japan
Phone: +81 742 27 9183
Fax: +81 742 27 9313
E-mail: khino@nara-edu.ac.jp |
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Recent and current professional activities:
Keiko Hino is a member of the Production Staff of the Japan Society of
Mathematical Education, and has also been working on several international
projects, including TIMSS-R and OECD-PISA. Her research interest is student's
cognitive growth through classroom teaching by using the qualitative case-study
methods.
Selected publications:
Hino K., "When students meet with new forms of notations: An analysis
of meaning construction process under instruction in proportion" Proceedings
of ICMI-EARCOME, Korea National University of Education, 1998
Hino K., "Evolution of a student's use of the "a÷b" method:
Qualitative analysis of development of proportional reasoning through classroom
instruction" Journal of Science Education in Japan, 23(4), 1999
Hino K., "Process of internalizing new use of multiplication through
classroom instruction: A case study" Proceedings of the 24th Conference
of the Psychology of Mathematics Education, 2000
Hino K., "Creating a frame of reference for mathematics teaching:
A study of teacher change through an in-service education program",
Proceedings of the EARCOME / SEACME conference (Vol 2., 240-246), 2002.
Hino K., "Acquiring new use of multiplication through classroom teaching:
An exploratory study", The Journal of Mathematical Behavior, 20(4),
(in press)
* Hino, K. (1995). Students reasoning and mathematical connections in the
Japanese classroom In P. House, & A. Coxford (eds.), 1995 Yearbook:
Connecting mathematics across the curriculum (pp. 233-245). Reston, VA:
National Council of Teachers of Mathematics.
* Hino, K. (1997). Cross-cultural studies of mathematics classroom. In
Japan Society of Mathematical Education (ed.), Mathematics Education in
Japan 1997: Rethinking lesson organization in school mathematics (pp. 3-18).
Sangyo-Tosho.
* Denotes LPS related papers.
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Name: KOICHI
NAKAMURA
Position: Joetsu Universty of Education Associate
Professor
Contact details:
Joetsu University of Education
Yamayashiki 1 Joetsu-shi Niigata-ken
Phone: +81 0255 21 3458 (office)
Fax: +81 0255 21 3447
E-mail: kumagai@juen.ac.jp
Homepage:
http://www.juen.ac.jp/g_katei/kumagai/kumagai.html |
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Recent and current professional activities:
Main research concern is interaction and learning in the mathematics classroom.
I am trying to develop and analyze students' concepts, develop sequence
of students' activities and develop a framework for analyzing learning
and teaching process in the mathematics classroom. Particularly, division
concepts and symbolizing processes are focus of analysis. To attain this,
I conduct a teaching experiments in the elementary classroom.
Selected Publications:
Kumagai, K. (2000). Development of concepts for division in third grade
teaching experiments: From the view point of the dual nature of concepts
and symbolizing process Proceedings of 24tth Conference of the International
Group for the Psychology of mathematics education, vol.3. pp.191-198.
Kumagai, K. (1998). The Justification Process in a fifth grade mathematics
classroom : from a social interactionist perspective. Journal of Japan
society of mathematical education, vol.70, pp.3-38. (in Japanese).
Kumagai, K. (1997). Approaches to Whole-Class Lesson in Mathematics: Perspective
on sharing. (Eds.) JSME. Rethinking Lesson Organization in School Mathematics
(pp. 48-64). Sangyo tosho. (in Japanese)
Kumagai, K. (1994) Mathematical rationales for students in the mathematics
classroom. Proceedings of the 18th International Conference Psychology
of Mathematics Education, 112-119.
Kumagai, K. (1993). Inconsistency in levels of interaction -Microscopic
analysis of mathematics classroom in Japan-. Proceedings of the 17th International
Conference Psychology of Mathematics Education, 218-225.
Kumagai, K. (1988). Research on "Sharing Process" in the Mathematics
Classroom -An attempt to construct a mathematics classroom-. Tsukuba journal
of educational study in mathematics, vol.7, pp.247-257.
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Name: MINORU
OHTANI
Position: Associate Professor of Mathematics Education
Contact details:
Department of Mathematics, Faculty of Education, Kanazawa University
Postal: Kakuma, Kanazawa,
Ishikawa, 920-1192, Japan (office)
Heiwa, 2-28-50, Kanazawa,
Ishikawa, 921-8105, Japan (home)
Phone: +81 76 264 5502 (office)
+81 242 9237 (home)
Fax: +81 76 264 6035 (office)
+81 242 9237 (home )
E-mail: mohtani@kenroku.kanazawau.ac.jp |
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Recent and current professional activities:
Recent activities include: Mathematics education for gifted students in
Russian Federation (Grant-in-Aid for Scientific Research: 2002-2004.
Creativity and ingenuity in mathematics education: Comparative study
of Japan, US, Korea, & Russia (Grant-in-aid for Scientific
Research: 2002. Development and evaluation of articulated curriculum
based on mathematical activity (Grant-in-aid for Scientific Research:
1999-2001
School Around the World (SAW) Project (Council for Basic Education: 2000)
Selected publications:
*Social formation of mathematical activity in mathematics classroom. Kazama
Shobo, pp. 1-524+iv, 2002. [in Japanese]
Teaching proportion for the articulation with junior secondary level: Design
of a teaching experiment based on the Cultural-Historical Activity Theory,
Journal of Japan Society of Mathematical Education (JSME), 84(6), (2002).
[in Japanese]
Symbolizing of table, graph, and formula in teaching proportion: Analysis
of discourse in sixth grade mathematics teaching experiment,
Journal of JSME, (in press). [in Japanese]
Standard and differentiation of school mathematics in Russian Federation:
Development of mathematics course after Perestroika reform, Journal of
JSME, 83(12), 2001. [In Japanese]
*High context and hidden agency in Japanese mathematical discourse: A Vygotskian
perspective. In T. Nakahara et al. (Eds.) Proceedings of 24th Annual
Conference of the International Group for the Psychology of Mathematics
Education, vol. 1, p. 213, Hiroshima University, 2000.
Social organization of decontextualized mathematical activity in classroom
discourse: A Vygotskian perspective. Paper presented at 31st JSME Annual
Conference, 1998.
*Social formation of mathematical practice in classroom. In M. Hirayama
(Ed.) Qualitative methods in classroom research. Kitaoji Shobo, pp.
270-285, 1997. [In Japanese]
"Instrumental Method" in learning mathematics, In Proceedings of
30th JSME Annual Conference, 1997. [In Japanese]
Telling definitions and conditions: An ethnomethodological study of sociomathematical
activity in classroom interaction. In Proceedings of 20th Annual
Conference of the International Group for the Psychology of Mathematics
Education, 1996.
*Sociocultural mediatedness of mathematical activity: Analysis of "voices" in
seventh grade mathematics classroom. In J. P. Ponte & J.
F. Matos (Eds.) Proceedings of 18th Annual Conference of the International
Group for the Psychology of Mathematics Education, pp. 384-391, University
of Lisbon, 1994.
* Denotes LPS related papers.
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Name: YASUHIRO SEKIGUCHI
Position: Professor, Faculty of Education
Contact Details:
Faculty of Education, Yamaguchi University
1677-1 Yoshida, Yamaguchi-shi
753-8513 Japan
Phone: +81 83 933 5341(office)
+81 83 934-0116 (home)
Fax: +81 83 933 5341
E-mail: ysekigch@yamaguchi-u.ac.jp
Home-page: http://www.cc.yamaguchi-u.ac.jp/~ysekigch/ |
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Recent and current professional activities:
My current research project is to analyze mathematics curriculum
using the theoretical framework of cognitive semantics.
Selected publications:
(2002). Mathematical proof, argumentation, and classroom communication:
From a cultural perspective. Tsukuba Journal of Educational Study in Mathematics,
21, 11-20.
(2001). Analysis of cognitive models underlying explanations of mathematics
concepts: from the data of junior high school teachers [in Japanese]. Proceedings
of Japan Society of Mathematical Education 34th Research Paper Presentation,
415-420.
(2000). A teaching experiment on mathematical proof: Roles of metaphor
and externalization. Proceedings of the 24th International Conference for
the Psychology of Mathematics Education, vol. 4, 129-136.
(1999). Norms for learning mathematics. Proceedings of Japan Society of
Mathematical Education 32nd Research Paper Presentation, 391-396.
(1999). Cognitive structures underlying conceptions of mathematical proof.
Tsukuba Journal of Educational Study in Mathematics, 18, 45-56.
(1998). Use of metaphor in teaching mathematical proof. Proceedings of
Japan Society of Mathematical Education 31st Research Paper Presentation,
407-412.
(1998). Mathematics education research as socially and culturally situated.
In A. Sierpinska & J. Kilpatrick (Eds.), Mathematics education as a
research domain: A search for identity, book 2, Kluwer, 391-396.
(1997). Models for understanding proof. Proceedings of Japan Society of
Mathematical Education 30th Research Paper Presentation, 567-572.
(1997). Cognition and culture: A new direction of mathematics education
research [in Jpanaese]. Journal of Japan Society of Mathematical Education
(Mathematics Education), 51(3), 14-23.
(1994). Mathematical proof as a new discourse: An ethnographic inquiry
in a Japanese mathematics classroom. Proceedings of the 18th International
Conference for the Psychology of Mathematics Education, vol. 4, 233-240.
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Name: YONGCHOL HONG
Contact Details:
Tokyo Gakugei University Graduate School of Education
Address: 1-700 Ogawacho Kodaira-City Tokyo (postcode 187-0032) Japan
Phone: +81-42-341-1331
+81-90-8341-8483
Fax: +81-42-344-1300
E-mail: yhong@stu.korea-u.ac.jp |
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Recent
and current professional activities:
YongChol Hong received his master’s degree in mathematics
at Tokyo Metropolitan University. He is undertaking a master's
in education at the graduate school of education at Tokyo Gakugei
University. His research interest is focused in classroom research,
especially for the purpose of international comparative studies. |
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