Professor OTANI Minoru
Faculty, Affiliation
Faculty of Education, Institute of Human and Social Sciences
Dean, Graduate School of Professional Development in Teacher Education
College and School Educational Field
Division of Advanced Professional Development in Teacher Education, Graduate School of Professional Development in Teacher Education
Course in Curriculum Studies, School of Teacher Education, College of Human and Social Sciences
Laboratory
Research Laboratory of Mathematics TEL:076-264-5502 FAX:076-264-6035
Academic Background
【Academic background(Doctoral/Master's Degree)】
University of Tsukuba Doctor Graduate School, Division of Education 1990 Unfinished course
【Academic background(Bachelor's Degree)】
Kanazawa University 1983
【Degree】
Doctoral degree in Education
Masters degree in Education
Masters degree in Education
Career
University of Tukuba Faculty of Education(1992/07/01-1994/08/31)
University of Tsukuba Division of Research Collaboration(1990/08/01-1992/06/30)
Sugamo Secondary School Mathematics Division(1985/04/01-1989/08/31)
Year & Month of Birth
1960/04
Academic Society
International Society for Design and Development of Education
Japan Soaciety of Mathematics Education
Japan Society of Science Education
Award
Japan Society of Science Education
Specialities
Mathematics Education、Science education、Education on school subjects and activities
Speciality Keywords
Mathematics Education
Research Themes
Research in classroom process in school mathematics
Books
- Ohtani, M., Doorman, M., Barquero, B., Johnson, H. and Sun, X. PROCEEDINGS OF THE 14TH INTERNATIONAL CONGRESS ON MATHEMATICAL EDUCATION, Volume I World Scientific 2024/07
- Watson, A., Ohtani, M. Task Design in Mathematics Education: an ICMI study 22． Springer 2015/10
- Toshiakira Fujii Mathematics Education 2015/10
- Paul Ernest The Philosophy of Mathematics Education 2015/10
- Frederick K. S. Leung, Kyungmee Park, Derek Holton, David Clarke Algebra teaching around the world Sense Publishers 2014/08
- Berinderjeet Kaur, Glenda Anthony, Minoru Ohtani, David Clarke Student Voice in Mathematics Classrooms Around the World Sense Publishers 2013/07
- Minei Akiko, Kawanobe Satoshi Education in Central Asia and Globalism 2012/03
- Research Handbook on Mathematics Education Toyokan 182-194 2010/04
- Social Formation of Mathematical Activity in Mathematics Classroom Kazama Shobo 2002/02
- Mathematics Education at Elementary School Kyodo Syppann 2002/06
- Teaching Mathematics for Junior Secondary School: Collected Teachinf Practice in CD-ROM Nichibun 2003/03
- Classroom Research with Qualitative Mtheods Kitaooji Shobou 2000/07
- Children with Mathematical Communication Skill Nichibunn 1999/09
Papers
- Development of STEM education in KUSH: Task design for inquiry-based learning through Lesson Study. Minoru Ohtani Stem & Open Schooling for Sustainability Educarion 11 78-83 2024/03
- Inquiry-Based, Collaborative, and Cross-Curriculum Learning in High School Mathematics：Implementation of RME approaches in Kanazawa University attached Senior High School Kawayachi Tetsuji，Toda Suguru，Sakai Yuji，Toyama Kohei, Ohtani Minoru, Itoh Shinya Journal of Japan Society of Mathematics Education 102 3 4-15 2020/03
- Collaborative Design of Learning Environment that Fosters Reification of a Mathematical Object: The Case of Function. Minoru Ohtani, Masae Nakamura, Yumiko Kanno, Kazuhiko Nunokawa and Keiko Hino Teachers of M athematics Work ing and Learning in Collaborative Groups 1 1 660-667 2020/02
- What Mathematics Education May Prepare Students for the Society of the Future? Gravemeijer, K., Stephan, M. Julie, C. Lin, F-L., Ohtani, M. Int J of Sci and Math Educ 15 1 105-123 2017
- Classroom discourse that affects reification of a mathematical object: The case of function. Nunokawa, K.,Ohtani, M., Hiko, K. In pursuit of quality mathematics education for all: Proceedings of the 7th ICMI-East Asia Regional Conference on Mathematics Education 1 1 425-432 2015/05
- ICMI study Task design in mathematics education: An outline of progress Anne Watson, Minoru Ohtani Mathematics Eucation 61 1 249-259 2015
- Principles and frameworks for task design within and across communities Carolyn Kieran, Michiel Doorman, Minoru Ohtani Proceedings of ICMI Study 22: Task design in mathematics education. 1 1 419-420 2013/07
- Content Analysis for PISA Competency in the Dutch Mathematics Textbooks Minoru Ohtani Textbook Research Forum 30-41 2013
- Teachers’ learning and lesson study: Content, community, and context Proceedings of 35th Conference of the International Group for the Psychology of Mathematics Education 1 63-66 2011/07
- Social organizations of decontextualized mathematical activity in classroom discourse: A Vygotskian perspective on context and agency Proceedings of 34th Conference of the International Group for the Psychology of Mathematics Education 1 218-221 2010/07
- In search of theoretical perspective on the “lesson study” in mathematics Proceedings of 33rd Conference of the International Group for the Psychology of Mathematics Education 1 105-107 2009/07
- Classroom research in mathematics education as a collaborative enterprize for the international research community Proceedings of 32nd Conference of the International Group for the Psychology of Mathematics Education 1 111-112 2008/07
- Designing Unit for Teaching Proportion Based on Cultural-Historical Activity Theory 31st Conference of the Onternational Group for the Psychology of Mathematics Edu 4 2007/07
- Teaching Proportion for the Articulation with Junior Secondary Level: Design of a Teaching Experiment Based on the Cultural-Historical Activity Theory Ohtani Minoru, Nakamura Masae Journal of Japan Society of Mathematical Edcation 84 6 11-22 2002/06
- Teaching Proportion in view of differences between elementary and junior secondary school 535 104-1 2002/06
- Teaching Experint of Proprtion for the Transision from Propertieis to Defining Character 536 104-1 2002/07
- High context and hidden agency in Japanese mathematical discourse: A Vygotskian Perspectve Proceedings of 24th Annual Conference for the Psychology of Mathematics Education 24 1 213 2000/07
- Teaching Proportion form Propertries to Dedining Character 35 319-3 2002/11
- Social Formation of Task Structure and Participation Structire in Mathematics Classroom 26 115-1 2002/09
- Symbolizing process of number tables, graphs, and expression: Qualitative analysis of teacher-student discourse in teaching proporton Ohtani Minoru, Nakamura Masae 86 4 3-13 2004/04
- Teaching Experiment of Linear Equation Based on the Development of Equality Ohtani Minoru, Kanno Yumikom, Nakamura Masae 39 2006/11
- An ethnomethodological study of socio-mathematical activity in classroom interaction Proceedings of the ICME-EARCOME 1 1 3 523-531 1998/07
- Social organization of decontexualized mathematical activity in classroom discourse: A Vygotskian perspective 日本数学教育学会第31回数学教育論文発表会論文集 31 505-506 1998/11
Conference Presentations
- Development of STEM education in KUSH: Task design for inquiry-based learning through Lesson Study.(2023/05)
- Task design and analysis(2021/07/11)
- Collaborative Design of Learning Environment that Fosters Reification of a Mathematical Object: The Case of Function(2021/11)
- ITC based Discourse that affects Reification of a Mathematical Object: The Case of Function(2018/08)
- Analysis of “Voice” in a Japanese Mathematics Classroom(2011/08)
- Under-represented Voices in a Japanese Mathematics Classroom(2011/09)
- Reflexive Constitution of Discourse Structure and Participant Structure: High Context and Hidden Agency in Japanese Linguistic Trait(2010/08)
Others
- Developing creativity for mathematically talented Korean Sosiety of Educational Stidies in Mathematics 2007/02
- Bringing up of qualitative levels through mathematical avtivity Meiji Tosho 217 22-24 2002/09
- Teaching Proportion for the articulation with Junior Secondary School Toyokan 375 66-68 2002/04
Arts and Fieldwork
Patent
Theme to the desired joint research
Grant-in-Aid for Scientific Research
○「学校数学における多様化に対応する指導と評価の開発研究」(1993-1995)
○「情報化社会における新しい学力観の育成を図る指導法に関する日米共同研究」(1993-1994)
○「数学教育における認知と情意のリンキングに関する共同研究」(1993-1993)
○「数学教育における「学校知」の形成過程に関する実証的研究」(1994-1994)
○「学校数学における「教室文化」の形成過程に関する実証的研究」(1995-1995)
○「ヴィゴツキ-派の社会文化理論に基づく数学科授業過程の実証的研究」(1996-1996)
○「社会文化理論に基づく算数・数学科授業過程の実証的研究」(1997-1998)
○「学校数学における数学的活動の社会的構成」(2001-2001)
○「初等・中等教育段階の接続性を持つ数学的活動カリキュラムの開発と評価」(1999-2001)
○「算数・数学教育における創造性・独創性の育成に関する日米露韓の国際比較研究」(2002-2002)
○「質的研究法に基づく算数・数学科授業改善システムの開発」(2003-2004)
○「算数・数学教育における創造性の育成に関する政策とその実情の国際比較研究」(2003-2004)
○「算数・数学教育における創造性育成に関する内容や指導法の国際比較研究」(2005-2006)
○「小学校から中学校への移行期における算数・数学学習の質的変容に関する実証的研究」(2006-2008)
○「数学と実生活を結ぶ学校・地域・社会の連携モデルの開発と評価」(2007-2009)
○「学習者の観点からみた算数・数学科授業に関する比較文化的研究」(2007-2010)
○「授業研究による算数教師教育教材の国際共同開発研究-授業者の視線に立つ授業力改善-」(2008-2010)
○「数学教育におけるリテラシーについてのシステミック・アプローチによる総合的研究」(2008-2019)
○「中・高等学校の連携を通して数学的リテラシーを育成する授業の開発と評価」(2009-2011)
○「数学教育における学力論の再構築と学力調査の再編に関する総合的研究」(2011-2014)
○「数学的リテラシーについての生涯モデルの構成とその理論的枠組に関する研究」(2012-2013)
○「小学校から中学校への移行期における算数・数学科学習・教授軌道の開発と評価」(2012-2014)
○「教科と内容構成新ビジョンの解明―米国・欧州STEM・リテラシー教育との比較より」(2015-2017)
○「ロシア及びCIS諸国における教育改革と教師教育の現代化に関する総合的調査研究」(2015-2017)
○「グローバル化に対応する探究的な課題学習を通した数学的コンピテンシーの育成」(2015-2017)
○「言語活動とICT環境の充実による関数の創発的モデル化カリキュラムの開発と評価」(2016-2019)
○「現実的数学教育論に基づく高等学校STEMモジュールと評価問題の開発」(2018-2021)
○「ロシアSTREAM教育の構造と周辺諸国への波及に関する研究」(2020-2025)
○2022「高大連携による探究的・教科横断的な課題学習を通した数理コンピテンシーの育成」(2020-2022)
○「中等学校数学科における探究的課題学習システムによる数理コンピテンシーの開発」(2023-2025)
Competitive research funding,Contribution
Collaborative research,Consignment study
Classes (Bachelors)
○Introduction to Region-studies(2017)
○Introduction to Mathematics(2010)
○Seminar in Methods of Teaching Mathematics(2010)
○Methods of Teaching Mathematics at Primary School(2010)
○Seminar in Mathematics 2(2010)
○Topics in Mathematics(2010)
○Seminar in Mathematics 1(2010)
○Calculus(2010)
○Calculus(2010)
○Studies in Curriculum Design for School Mathematics I(2010)
○Methods of Teaching Mathematics at Secondary School B(2010)
○Methods of Teaching Mathematics at Primary School(2009)
○Seminar in Mathematics 1(2009)
○Seminar in Mathematics 2(2009)
○Methods of Teaching Arithmetics(2009)
○Methods of Teaching Mathematics B(2009)
○Seminar in Methods of Teaching Mathematics(2009)
○Seminar in Human Universals(2009)
Classes (Graduate Schools)
○School Internship 2-B(2023)
○School Internship 2-A(2023)
○School Internship 1(2023)
○School Internship 1(2023)
○Practical Conference on School Issues 1(2023)
○School Internship 2-B(2023)
○School Internship 2-A(2023)
○Practical Conference on School Issues 2(2023)
○Research in Special-Interested Areas 2(2023)
○Practical Conference on School Issues 1(2023)
○School Internship 2-B(2023)
○School Internship 2-A(2023)
○Practical Conference on School Issues 2(2023)
○School Internship 1(2023)
○Review of School Practice in the Region(2023)
○Research in Special-Interested Areas 2(2023)
○Practical Conference on School Issues 2(2023)
○School Internship 2-A(2023)
○School Internship 2-B(2023)
○Practical Conference on School Issues 1(2023)
○Research Ethics(2023)
○School Internship 1(2023)
○Research in Special-Interested Areas 2(2023)
○Practical Conference on School Issues 1(2023)
○Research in Special-Interested Areas 2(2023)
○Practical Conference on School Issues 2(2023)
○School Internship 1(2022)
○School Internship 2-B(2022)
○Study in Regional Education(2022)
○Teaching Content Case Studies 2(2022)
○School Internship 2-A(2022)
○Research in Special-Interested Areas 2(2022)
○Contemporary Educational Issues(2022)
○Advanced Study on Learning Design 2(2022)
○Advanced Study on Learning Design 2(2022)
○Contemporary Educational Issues(2022)
○Teaching Content Case Studies 2(2022)
○Practical Conference on School Issues 1(2022)
○Practical Conference on School Issues 2(2022)
○Research in Special-Interested Areas 1(2022)
○School Internship 2-B(2022)
○Study in Regional Education(2022)
○School Internship 2-A(2022)
○Research in Special-Interested Areas 2(2022)
○Learning and Child Development(2022)
○Practical Conference on School Issues 1(2022)
○Research in Special-Interested Areas 1(2022)
○Vision Formation as the Pillars of the Society(2022)
○School Internship 1(2022)
○Expertise in Giving Lessons(2022)
○Practical Conference on School Issues 2(2022)
○Advanced Study on Learning Design 1(2022)
○Review of School Practice in the Region(2022)
○Research in Special-Interested Areas 1(2022)
○School Internship 2-B(2022)
○School Internship 1(2022)
○School Internship 2-A(2022)
○Lesson Study(2022)
○Practical Conference on School Issues 2(2022)
○Research in Special-Interested Areas 2(2022)
○Advanced Study on Learning Design 1(2022)
○Expertise in Giving Lessons(2022)
○Lesson Study(2022)
○Review of School Practice in the Region(2022)
○School Internship 2-A(2022)
○School Internship 2-B(2022)
○Practical Conference on School Issues 1(2022)
○Learning and Child Development(2022)
○School Internship 1(2022)
○Research in Special-Interested Areas 1(2022)
○Practical Conference on School Issues 2(2022)
○Practical Conference on School Issues 1(2022)
○Research in Special-Interested Areas 2(2022)
○Development of Program for Nurturing Social Pillars(2022)
○Vision Formation as the Pillars of the Society(2022)
○Expertise in Giving Lessons(2021)
○Contemporary Educational Issues(2021)
○School Internship 2-B(2021)
○School Internship 2-A(2021)
○School Internship 1(2021)
○Research in Special-Interested Areas 2(2021)
○Research in Special-Interested Areas 1(2021)
○Practical Conference on School Issues 2(2021)
○Vision Formation as the Pillars of the Society(2021)
○Study in Regional Education(2021)
○Review of School Practice in the Region(2021)
○Practical Conference on School Issues 1(2021)
○Vision Formation as the Pillars of the Society(2021)
○Advanced Study on Learning Design 2(2021)
○Lesson Study(2021)
○Expertise in Giving Lessons(2020)
○Teaching Content Case Studies 2(2020)
○Advanced Study on Learning Design 1(2020)
○Contemporary Educational Issues(2020)
○Study in Regional Education(2020)
○Lesson Study(2020)
○School Internship 2-B(2020)
○School Internship 2-A(2020)
○Research in Special-Interested Areas 2(2020)
○Research in Special-Interested Areas 1(2020)
○Practical Conference on School Issues 2(2020)
○Practical Conference on School Issues 1(2020)
○Review of School Practice in the Region(2020)
○School Internship 1(2020)
○Practical Conference on School Issues 2(2019)
○Teaching Content Case Studies 2(2019)
○Advanced Study on Learning Design 1(2019)
○Review of School Practice in the Region(2019)
○Contemporary Educational Issues(2019)
○Lesson Study(2019)
○Research in Special-Interested Areas 1(2019)
○School Internship 1(2019)
○Research in Special-Interested Areas 2(2019)
○School Internship 2-A(2019)
○School Internship 2-B(2019)
○Study in Regional Education(2019)
○Expertise in Giving Lessons(2019)
○Practical Conference on School Issues 1(2019)
○School Internship 2-A(2018)
○Practical Conference on School Issues 1(2018)
○Expertise in Giving Lessons(2018)
○Teaching Content Case Studies 2(2018)
○Review of School Practice in the Region(2018)
○School Internship 2-B(2018)
○Lesson Study(2018)
○Study in Regional Education(2018)
○Advanced Study on Learning Design 1(2018)
○School Internship 1(2018)
○Research in Special-Interested Areas 2(2018)
○Research in Special-Interested Areas 1(2018)
○Practical Conference on School Issues 2(2018)
○Seminar in Lesson Studies on Mathematics(2016)
○Topics in Lesson Studies on Mathematics A(2016)
○Seminar in Lesson Studies on Mathematics(2012)
○Topics in Lesson Studies on Mathematics A(2012)
○Research for Individual Projects 4(2010)
○Research for Individual Projects 1(2010)
○Seminar in Lesson Studies on Mathematics(2010)
○Topics in Lesson Studies on Mathematics A(2010)
○Research for Individual Projects 3(2010)
○Research for Individual Projects 2(2010)
○Applied Research in Educational Practice B(2010)
○Seminar in Teaching of Arithmetics(2009)
○Applied Research in Educational Practice B(2009)
○Advanced Study in Educational Practice 1a(2009)
○Advanced Study in Educational Practice 1b(2009)
○Topics in Lesson Studies on Mathematics A(2009)
○Seminar in Lesson Studies on Mathematics(2009)