Name: YOSHINORI SHIMIZU LPS Team Leader in Japan
Position: Associate Professor of Mathematics Education
Contact details: Graduate School of Comprehensive Human Science University of Tsukuba 111 Tennodai, Tsukubashi, Ibaraki, 3058572 Japan
Phone/ Fax: +81298534693 Email :
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Homepage:http://www.ugakugei.ac.jp/~shimizu/
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 OECDPISA2003. Also, he has been working on JapanAustralian Collaborative Research on Classroom Practice for three years as the coprincipal 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. 168176. 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 HeuvelPanhuizen (eds.) The Proceedings of 25th Conference of the International Group for the Psychology of Mathematics Education, Vol.1, 170173, 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 31August 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, 153160, 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, 191195, 1999
Aspects of Mathematics Teacher Education in Japan: Focusing on Teachers' Role. Journal of Mathematics Teacher Education. Vol.2, No.1, 107116, 1999
Some Finding of the USJapan Crosscultural Research on Students' Problemsolving Behaviours. (with Jerry P. Becker, Toshio Sawada) 121139. 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, 658664, 1997
* Denotes LPS related papers.
Name: TOSHIAKIRA FUJII
Position: Professor at Tokyo Gakugei University.
Contact details: Tokyo Gakugei University 411 Nukuikita machi, Koganei, Tokyo, Japan, zip 1848501
Phone/ Fax: +81 42 329 7469 Email:
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Homepage:http://tfujii.schoolbus.jp
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 QuasiVariable 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 Quasivariable. 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/200111
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 Crosscultural Study of Classroom Practices Based ona Common Topic. Toshiakira Fujii, Koichi Kumagai, Yoshinori Shimizu, Yosisige Sugiyama, Tsukuba, Journal of Educational Study in Mathematics.
Name: KEIKO HINO
Position: Associate Professor
Contact details: Nara University of Education Postal: Takabatakecho, Narashi, Nara 6308528 Japan
Phone: +81 742 27 9183 Fax: +81 742 27 9313 Email:
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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 TIMSSR and OECDPISA. Her research interest is student's cognitive growth through classroom teaching by using the qualitative casestudy 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 ICMIEARCOME, 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 inservice education program", Proceedings of the EARCOME / SEACME conference (Vol 2., 240246), 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. 233245). Reston, VA: National Council of Teachers of Mathematics.
* Hino, K. (1997). Crosscultural studies of mathematics classroom. In Japan Society of Mathematical Education (ed.), Mathematics Education in Japan 1997: Rethinking lesson organization in school mathematics (pp. 318). SangyoTosho.
* Denotes LPS related papers.
Name: KOICHI NAKAMURA
Position: Joetsu Universty of Education Associate Professor
Contact details: Joetsu University of Education Yamayashiki 1 Joetsushi Niigataken
Phone: +81 0255 21 3458 (office) Fax: +81 0255 21 3447 Email:
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Homepage: http://www.juen.ac.jp/g_katei/kumagai/kumagai.html
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.191198.
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.338. (in Japanese).
Kumagai, K. (1997). Approaches to WholeClass Lesson in Mathematics: Perspective on sharing. (Eds.) JSME. Rethinking Lesson Organization in School Mathematics (pp. 4864). 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, 112119.
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, 218225.
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.247257.
Name: MINORU OHTANI
Position: Associate Professor of Mathematics Education
Contact details: Department of Mathematics, Faculty of Education, Kanazawa University Postal: Kakuma, Kanazawa, Ishikawa, 9201192, Japan (office) Heiwa, 22850, Kanazawa, Ishikawa, 9218105, Japan (home)
Phone: +81 76 264 5502 (office) +81 242 9237 (home) Fax: +81 76 264 6035 (office) +81 242 9237 (home ) Email:
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Recent and current professional activities: Recent activities include: Mathematics education for gifted students in Russian Federation (GrantinAid for Scientific Research: 20022004. Creativity and ingenuity in mathematics education: Comparative study of Japan, US, Korea, & Russia (Grantinaid for Scientific Research: 2002. Development and evaluation of articulated curriculum based on mathematical activity (Grantinaid for Scientific Research: 19992001 School Around the World (SAW) Project (Council for Basic Education: 2000)
Selected publications: *Social formation of mathematical activity in mathematics classroom. Kazama Shobo, pp. 1524+iv, 2002. [in Japanese]
Teaching proportion for the articulation with junior secondary level: Design of a teaching experiment based on the CulturalHistorical 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. 270285, 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. 384391, University of Lisbon, 1994.
* Denotes LPS related papers.
Name: YASUHIRO SEKIGUCHI
Position: Professor, Faculty of Education
Contact Details: Faculty of Education, Yamaguchi University 16771 Yoshida, Yamaguchishi 7538513 Japan
Phone: +81 83 933 5341(office) +81 83 9340116 (home) Fax: +81 83 933 5341 Email:
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Homepage: http://www.cc.yamaguchiu.ac.jp/~ysekigch/
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, 1120.
(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, 415420.
(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, 129136.
(1999). Norms for learning mathematics. Proceedings of Japan Society of Mathematical Education 32nd Research Paper Presentation, 391396.
(1999). Cognitive structures underlying conceptions of mathematical proof. Tsukuba Journal of Educational Study in Mathematics, 18, 4556.
(1998). Use of metaphor in teaching mathematical proof. Proceedings of Japan Society of Mathematical Education 31st Research Paper Presentation, 407412.
(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, 391396.
(1997). Models for understanding proof. Proceedings of Japan Society of Mathematical Education 30th Research Paper Presentation, 567572.
(1997). Cognition and culture: A new direction of mathematics education research [in Jpanaese]. Journal of Japan Society of Mathematical Education (Mathematics Education), 51(3), 1423.
(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, 233240.
Name: YONGCHOL HONG
Contact Details: Tokyo Gakugei University Graduate School of Education Address: 1700 Ogawacho KodairaCity Tokyo (postcode 1870032) Japan
Phone: +81423411331 +819083418483 Fax: +81423441300 Email:
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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.
