Tatsuya Mizoguchi’s Website
Tatsuya Mizoguchi’s Website
Full Professor in Mathematics Education
Department of Education, Tottori University - Japan
4-101, Koyamacho-minami, Tottori, Japan
Zip 6808551
Tel & Fax +81-857-31-5101
e-mail mizoguci@tottori-u.ac.jp
Main Research Theme:
Research in the didactics of mathematics with the Anthropological Theory of the Didactic
‣Curriculum Development of Functions and Equations in the Middle School Mathematics
‣Curriculum Development of Mathematical Proof in the Secondary School Mathematics
‣Lesson Design and Analysis by Means of the Notion of Epistemological Obstacle [Summary]
‣Cross-Cultural Study of Lesson Study in Mathematics
‣Mizoguchi, T., Matney, G. & Wagner, D. (forthcoming). Perspectives and issues of the notion of a good mathematics teacher. In: Isoda, M., Thien, L. M. & Toh, T. L. (Eds.). Teacher Quality: Challenges in Mathematics Education (tentative title). World Scientific Publishing Co.
‣Shinno, Y., Mizoguchi, T. (2021). Theoretical approaches to teachers’ lesson designs involving the adaptation of mathematics textbooks: two cases from kyouzai kenkyuu in Japan. ZDM Mathematics Education. (Online first) https://doi.org/10.1007/s11858-021-01269-8
‣Mizoguchi, T., Inprasitha, M., Changsri, N., Matsuzaki, A., Shinno, Y., Kunseeda, P., and Hayata, T. (2017/appeared in 2018). Japanese and Thai researchers’ ways of seeing mathematics lesson: A case study intended for the cross-cultural analysis of lesson study. Journal of Science and Mathematics Education in Southeast Asia, 40(2), 103-121.
‣Shinno, Y., Miyakawa, T., Iwasaki, H., Kunimune, S., Mizoguchi, T., Ishii, T., & Abe, Y. (2018). Challenges in curriculum development for mathematical proof in secondary school: Cultural dimensions to be considered. For the learning mathematics: an international journal of mathematics education, 38(1), 26-30.
‣Shinno, Y., Miyakawa, T., Iwasaki, H., Kunimune, S., Mizoguchi, T., Ishii, T., and Abe, Y. (2015). A theoretical framework for curriculum development in the teaching of mathematical proof at the secondary school level. Proceedings of 39th Psychology of Mathematics Education conference, Vol.4, pp.169-176.
‣Mizoguchi, T. (2015). Functions and equations: Developing an integrated curriculum with the required mathematical activities, Proceedings of the 7th ICMI-East Asis Regional Conference on Mathematics Education (EARCOME7), 625-637.
‣Mizoguchi, T. (2014). Function and Equation as Tools for Future Construction, Proceedings of the he 7th International Conference on Educational Research (ICER2014), 430-441.
‣Yamawaki, M., Yamamoto, Y., & Mizoguchi, T. (2013). Research on Development of Integrated Curriculum for Function and Equation in Middle School Mathematics: Based on lesson studies of the 8th and the 9th grades. Journal of JASME Research in Mathematics Education, 19(2), 185-201. (in Japanese)
‣Mizoguchi, T. (2013). Design of problem solving lesson and teacher's assistance: Based on refining and elaborating mathematical activities, Proceedings of the 6th East Asia Regional Conference on Mathematics Education (EARCOME6), vol.2, 194-283.
‣Mizoguchi, T. (2012). A Note of my past works on the notion of epistemological obstacle in mathematics education, Tottori Journal for Research in Mathematics Education, 15(2), 1-8.
‣Mizoguchi, T., Yamamoto, Y., Yamawaki, M. & Nakata, K. (2012). FUNCTIONAL GRAPH AS A POWERFUL TOOL IN MATHEMATICAL PROBLEM SOLVING: ITS CURRICULUM AND INSTRUCTION, Tottori Journal for Research in Mathematics Education, 15(1), 1-8.
‣Mizoguchi, T. (2010). Activities in the Tentative Suggested Course of Study and Mathematical Ways of Thinking. Journal of Japan Society of Mathematical Education, Special Issue (EARCOME5), 18-19.
‣Mizoguchi, T. & Matsumoto, T. (2008b). The design of the lesson intended for the second grade students’ generalization in the figurative algebra: A cooperated lesson design and the practice by the university researcher and the teacher of the attached elementary school. Regional studies/Tottori University Journal of the Faculty of Regional Sciences, 5(2), 129-139. (in Japanese)
‣Mizoguchi, T. (2008a). Designing the Problem Solving Lesson as an Organization of Students’ Mathematical Activities: For Developing the Grounding of Creativity. Regional studies/Tottori University Journal of the Faculty of Regional Sciences, 4(3), 309-326. [rs043_04.pdf]
‣Mizoguchi, T. (2004). A study on the evolution of students' conceptions in the didactical situation. Annual Reports of Center for Education and Society, Tottori University, 13, 31-41. (in Japanese) [abstract]
‣Mizoguchi, T. (2003). An epistemological obstacle related to the equal symbol and to the notion of equality. Tottori University Journal of the Faculty of Education and Regional Sciences/Educational Science and the Humanities, 5(1), 25-34. (in Japanese) [summary]
‣Mizoguchi, T. (2000). Mathematical activities and assessment. Tottori Journal for Research in Mathematics Education, 2, 33-41. (in Japanese)
‣Mizoguchi, T. (1999). Constructing a framework for students’ conceptual change of the equal symbol in school mathematics. Tottori University Journal of the Faculty of Education and Regional Sciences/Educational Science and the Humanities, 1(1), 195-203. (in Japanese) [abstract]
‣Mizoguchi, T. (1995b). A study of the significance of overcoming epistemological obstacle to the learning of mathematics: Focus on the learner's way of concerning with epistemological obstacle. Bulletin of Institute of Education, University of Tsukuba, 20 (1), 37-52. (in Japanese) [abstract]
‣Mizoguchi, T. (1995a). Featuring the process of overcoming epistemological obstacle by categories of description: A case of the notion of limit. Journal of Japan Society of Mathematical Education: Reports of Mathematical Education, 63/64, 27-48. (in Japanese) [abstract]
‣Mizoguchi, T. (1993). On shifting conviction in conceptual evolution, Proceedings of the 17th International Conference for the Psychology of Mathematics Education, vol. 1, 260-267.
‣Mizoguchi, T. (1992). A hypothetical model for overcoming epistemological obstacle: Focus on the notion of limit, Tsukuba Journal of Educational Study in Mathematics, 11-B, 37-47.
Some of my papers
■JASME| Japan Academic Society of Mathematics Education