aki murata, ph.d. - college of education murata, ph.d. school of teaching and learning ... nsf...

Aki Murata Curriculum Vitae, April 2017

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Aki Murata, Ph.D.

School of Teaching and Learning PO Box 117048, 2403 Norman Hall [Office: 2215B] University of Florida Gainesville, FL 32611

352-273-4208 (office) [email protected]

Professional Experiences

Associate Professor of Elementary Mathematics Education University of Florida; Gainesville, FL. 2015 – present. Assistant Professor of Elementary Education University of California-Berkeley; Berkeley, CA. 2013 – 2016. Assistant Professor of Elementary Mathematics Education

Stanford University; Stanford, CA. 2005 – 2012. Acting Assistant Professor of Elementary Mathematics Education

Stanford University; Stanford, CA. 2004 – 2005. American Educational Research Association – Institute for Education Sciences (AERA-IES)

Post-Doctoral Fellow/Research Associate Mills College; Oakland, CA. 2002 – 2005.

Education

Ph.D. in Learning Sciences Northwestern University, Evanston, IL, December 2002.

Bachelor of Science in Elementary Education (with Minor in Sociology)

Ohio State University, Columbus, OH, 1997 (Magna cum laude w/ distinction). Honors and Awards

NSF DRK-12 Exploratory Project; Identifying an Effective and Scalable Model of Lesson Study, 2015 – 2017. University of California Regent’s Junior Faculty Fellowship, Summer 2014. Notable article in Journal for Research in Mathematics Education in 2002 – 2012, National Council of

Teachers of Mathematics. 2013. Peder Sather Research Grant, 2013 – 2014. Norwegian Research Council Fellowship, Professor II, University of Stavanger, 2012 – 2015. Best Teaching Award, Stanford University School of Education, 2012. Best Advising Award, Stanford University School of Education. 2007. Wallenberg Global Learning Network II Grant. 2006 – 2007. 2007 – 2008. Teachers of a New Era Research Grant. 2005 – 2008. American Educational Research Association – Institute of Education Sciences (AERA/IES) Post-

doctoral Fellowship. 2002–2005.


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Spencer Foundation Research Training Grant. 2000–2002. University Fellowship. Northwestern University. 1999-2000.

Journal Articles

Murata, A., Siker, J., Kang, B., Kim, H-J., Baldinger, E. M., Scott, M., & Lanouette, K. (accepted). Math talk and student strategy trajectories: The case of two first grade classrooms. Cognition and Instruction. Murata, A. & Stewart, C. (2017). Facilitating mathematical practices through visual representations. Teaching Children Mathematics. 23(7). 404-412.

Murata, A. (2016). Teacher learning with new standards: A case of kindergarten mathematics lesson study. The Bulletin of International Education Research, 2. 29-44.

Murata, A. (2013). Diversity and high academic expectations without tracking: Inclusively responsive instruction. The Journal of Learning Sciences, 21(2). 312-335. doi:10.1080/10508406.2012.682188 Murata, A., Bofferding, L., Pothen, B., Taylor, M., & Wischnia, S. (2012). Making connections among student learning, content, and teaching: Teacher talk paths in elementary mathematics lesson study. Journal for Research in Mathematics Education, 43(5). 616-650. Bofferding, L., Kemmerle, M., & Murata, A. (2012). Making 10 my way: Differentiation in a kindergarten lesson study. Teaching Children Mathematics, 19(3). 164-173. Murata, A., & Kattubadi, S. (2012). Grade 3 students’ mathematization through modeling: Situation models and solution models with multi-digit subtraction problem solving. Journal of Mathematical Behaviors. 31(1). 15-28. doi:10.1016/j.jmathb.2011.07.004 Murata, A. (2008). Mathematics teaching and learning as a mediating process: The case of tape diagrams. Mathematical Thinking and Learning. 10(4). 374 – 406. Fuson, K. C. & Murata. A. (2007). Integrating the NRC principles and the NCTM process standards: Cognitively guided teaching to individualize instruction within whole-class activities and move all students within their learning path. National Council of Supervisors of Mathematics Journal 10(1). 72 - 91. Murata, A. & Fuson, K. C. (2006). Teaching as assisting individual constructive paths within an interdependent class learning zone: Japanese first graders learning to add using ten. Journal for Research in Mathematics Education. 37(5). 421 - 456. Lewis, C., Perry, R., & Murata, A. (2006). What is the role of the research in an emerging innovation?: The case of lesson study. Educational Researcher, 35(3). 3 – 14. Murata, A. (2004). Paths to learning ten-structured understanding of teen sums: Addition solution methods of Japanese Grade 1 students. Cognition and Instruction, 22(2). 185 – 218.

Edited Book

A. Murata & E. Munthe. (Eds.). (under book contract). “Lesson Study Next Step: Educators’ Guide to Deeper Learning.” NY: Routledge.


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L. Hart, A. Alston, & A. Murata. (Eds.). (2011). Lesson study research and practice in mathematics education: Learning together. NY: Springer.

Book Review

Murata. A. (accepted). Early mathematics learning with contexts. [Scooby-Doo! A number comparisons mystery: the case of the disappearing doughnuts, An addition mystery: The case of the angry adder, An even or odd mystery: The case of the Oddzilla. By M. Weakland]. Teaching Children Mathematics.

Book Chapters

Helgevold, N. & Murata, A. (accepted). Problematizing teaching: Shifting preservice teacher talks through lesson study in Norway and the United States. In A. E. Lopez & E. L. Olan. (Eds). Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change. Information Age. Murata, A., Fuson, K. C., & Abrahamson, D. (in press). A learning path framework to balance mathematics education: Teaching-learning for understanding and fluency. In E. A. Ortitz, J. Cristia, & S. Cuerto. (Eds). Promising models to improve primary math learning in Latin American Country using technology. Inter-American Development Bank: Washington. DC. Murata, A. and Fuson, K. C. (2016). Class learning zone and class learning paths: Responsive teaching in first-grade mathematics. In E. Silver & P. A. Kenney (Eds.). Lessons learned from research. pp. 79-92. Reston, VA: National Council of Teachers of Mathematics. Murata, A. (2016). Interactions between teaching and learning mathematics in elementary classrooms. In D. Scott & E. Hargreaves (Eds.). pp. 233-242. Handbook of Learning. London, England: SAGE. Fuson, K. C., Murata, A., & Abrahamson, D. (2015). Using learning path research to balance mathematics education: Teaching/learning for understanding and fluency. In R. Cohen Kadosh & A. Dowker (Eds.). The Oxford Handbook of Numerical Cognition. Murata, A. (2011). Conceptual overview of lesson study: Introduction. In L. Hart, A. Alston, & A. Murata (Eds.). Lesson study research and practice in mathematics education: Learning together. NY: Springer. pp. 1-12. Murata, A. & Pothen, E. B. (2011). Lesson study in preservice elementary mathematics courses: Connecting emerging practice and understanding. In L. Hart, A. Alston, & A. Murata (Eds.). Lesson study research and practice in mathematics education: Learning together. NY: Springer. pp. 103-116. Murata, A. (2010). Teacher learning with lesson study. In P. Peterson, E. Baker, & B. McGaw. (Eds.). International Encyclopedia of Education, v7. pp. 575-581. Oxford: Elsevier. Murata, A. (2006). Coherent in-depth curricular paths: Early number sense development. In Lewis, C. and Takahashi, A. (eds.). Learning Across Boundaries: U.S-Japan Collaboration in Mathematics, Science and Technology Education. Oakland, CA: Mills College School of Education. pp. 178 – 188.


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Murata, A. (2006). Bridging identities: Making sense of who we are becoming to be. In T. R. Berry and N. D. Mizzelle. (Eds.). From oppression to grace: Women of color and their dilemma in academy. NY: Stylus. pp. 24-33. Murata, A., Otani, N., Hattori, N., & Fuson, K. C. (2004). The NCTM Standards in a Japanese primary classroom: Valuing students’ diverse ideas and learning paths. In R. Rubenstein. (Ed.). National Council of Teachers of Mathematics 2004 Yearbook: Perspectives on the Teaching of Mathematics. Reston, VA: National Council of Teachers of Mathematics. pp. 82 – 95.

Policy Documents

Akiba, M., Wilkinson, B., Farfan, G., Howard, C., Kuleshova, A., Fryer, J., Murata, A., & Eichler, B. (2016). Lesson study in Florida: A longitudinal survey of district policy and practice from 2013 to 2015. Tallahassee, FL: Florida State University.

Publication in Japanese

Murata, A. (2015). 算数教育：変えるべきもの、変えてはいけないもの (Mathematics Education: What to change, and not to change). 算数授業研究 (Mathematics Lesson Study). 100. Murata, A. (2012). アメリカの算数教育における教科教育学（Curriculum studies in mathematics education in the United States). 日本教科教育学会誌 (The Bulletin of Japanese Curriculum Research and Development). 34(3) Murata, A. (2012). コモンコア小学算数教育の位置付け(Positioning elementary mathematics in the Common Core State Standards movement). 日本数学教育学会誌 (Journal of Japan Society of Mathematics Education). 94(1). 2-5. Murata, A. (2011). 問題解決：問題の種類とそれに伴った指導 (Problem-based instruction: Different problems and instruction that supports problem solving). 算数授業研究 (Mathematics Lesson Study), 76. 46-47. Murata, A. (2011). 状況にあったやさしい教材研究 (Curriculum study that is aligned to local educational context). 算数授業研究 (Mathematics Lesson Study), 75. 40-41. Murata, A. (2008). アメリカにおける教育改革：アメリカの教師たちの実情(U.S. educational reform: Current situation of U.S. teachers). 基礎学力の授業 (Lessons with Learning), 13. 44-45. Murata, A. (2008). アメリカにおける教育改革：歴史と現状、授業研究への興味とチャレンジ (U.S. Educational reform: Its history and present effort, interests and challenges with lesson study). 基礎学力の授業 (Lessons with Learning), 12. 28-29. Murata, A. (2008). 世界のカリキュラムを通して見た日本のカリキュラム (Japanese mathematics curriculum from a global perspective). 算数授業研究 (Mathematics Lesson Study), 58. pp. 26–29.


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Murata, A. (2007). 日米算数ワークショップについて (Japan – U.S. lesson study workshop). 算数授業研究 (Mathematics Lesson Study), 54. pp. 56 – 57. Murata, A. (2007). 日本の旅で考えたこと：2 (Thoughts on Japanese teaching while traveling in Japan: 2). 教科研究 (Curricular Research), 42. p. 11. Murata, A. (2006). 日本の旅で考えたこと： 1 (Thoughts on Japanese teaching while traveling in Japan: 1). 教科研究 (Curricular Research), 41. p. 7.

Conference Proceedings Papers

Hart, L., Alston, A., & Murata, A. (2009). Lesson study. In Swars, S. L., Stinson, D. W., & Lemons-Smith, S. (Eds.). Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Vol 5. pp. 1584 – 1592. Murata, A., Shahan, E., Bofferding, L., Liu, Y-M, & DiBrienza, J. (2008). Student learning paths to multi-digit subtraction: Relating students’ methods. In Figueras, O. & Sepulveda, A. (Eds.). Proceedings of the joint meeting of the 32nd conference of the International group for the Psychology of Mathematics Education and the thirtieth meeting of North American chapter. Vol. 1. p.294. Murata, A. (2007). Role of representations in the U.S. and Japanese curricula: Learning in and outside of contexts. In. T. Lamberg. (Ed.). Proceedings of the twenty-ninth annual meeting of North American chapter of the international group of the Psychology of Mathematics Education. pp. 217 – 223. Pothen, B. & Murata, A. (2007). Transforming teachers’ knowledge: The role of lesson study in preservice education. In. T. Lamberg. (Ed.). Proceedings of the twenty-ninth annual meeting of North American chapter of the international group of the Psychology of Mathematics Education. pp. 231 – 238. Pothen, B. & Murata, A. (2006). Developing reflective practitioners: A case study of preservice elementary math teachers’ lesson study. In S. Alatorre., J. L. Cortina, M. Saiz, and A. Mendez. (Eds.). Proceedings of the twenty-eighth annual meeting of North American chapter of the international group of the Psychology of Mathematics Education. pp. 824 - 826. King, B. & Murata, A. (2005). Mathematics lesson study teachers learn about representations to promote communication: A case study. In G. M. Lloyd, M. Wilson, J. L. M. Wilkins, and S. L. Behm. (Eds). Proceedings of the twenty-seventh annual meeting of North American chapter of the international group of the Psychology of Mathematics Education. pp. 238 – 244. Murata, A. (2004). Quantities structured in tens, fives, and ones: A case of Japanese grade 1 students. In D. McDougall. (Ed.). Proceedings of the twenty-sixth annual meeting of North American chapter of the international group of the Psychology of Mathematics Education. pp. 1524 - 1525. Murata, A., Lewis, C., & Perry, R. (2004). Teacher learning and lesson study: Developing efficacy through experiencing student learning. In D. McDougall. (Ed.). Proceedings of the twenty-sixth annual meeting of North American chapter of the international group of the Psychology of Mathematics Education. pp. 985 – 992.


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Murata, A. & Fuson, K. C. (2002). Seeing U.S. reform teaching in a Japanese classroom: Mutual adaptations in first graders’ learning teens additions. In D. L. Haury (Ed.). Proceedings of the twenty-fourth annual meeting of North American chapter of the international group of the Psychology of Mathematics Education. pp. 915 – 925. Murata, A. & Takahashi, A. (2002). Vehicle to connect theory, research, and practice: How teacher thinking changes in district-level lesson study in Japan. In D. L. Haury (Ed.). Proceedings of the twenty-fourth annual meeting of North American chapter of the international group of the Psychology of Mathematics Education.. pp. 1879 – 1888. Murata, A. & Fuson, K. C. (2001). Learning paths to 5- and 10- structured understanding of quantity: Addition and subtraction solution strategies of Japanese children. In R. Speiser, C. A. Maher, and C.N. Walter (Eds.), Proceedings of the twenty-third annual meeting of North American chapter of the international group of the Psychology of Mathematics Education. pp. 639-646. Duncan (Murata), A., Lee, H-F., & Fuson, K. C. (2000). Pathways to early number concepts: Use of 5- and 10- structured representations in Japan, Taiwan, and the United States. In M. L. Fernandez (Ed.), Proceedings of the twenty-second annual meeting of North American chapter of the international group of the Psychology of Mathematics Education. p. 452. Schmidt, M.E. & Duncan (Murata), A. (1999). Mathematics teaching and learning: Social and cultural influences. Proceedings of the twenty-first annual meeting North American chapter of the international group of the Psychology of Mathematics Education pp. 644-649. Schmidt, M.E. & Duncan (Murata), A. (1998). Cultural differences in eighth grade mathematics: A case study of a Japanese LEP student. Proceedings of the twentieth annual meeting North American chapter of the international group of the Psychology of Mathematics Education. p. 585. Schmidt, M.E. & Duncan (Murata), A. (1998). Cultural conflict: A pre-service Japanese student in American schools. In P. Gates (Ed.), Proceedings of the first international mathematics education and society conference (MES1). Nottingham, England: University of Nottingham.

Papers under Review

Murata, A., Akiba, M., Howard, C., Kuleshova, A., & Fabrega, J. (under review). What do teachers mean when they say student understanding? Collective orientation and teacher learning in lesson study. American Educational Research Journal.

Murata, A. (under review). Rethinking Teachers’ Professional Autonomy. Phi Delta Kappan.

Murata, A., Casey, A., Fabrega, J., Gillingham, D., Kim, H-J, Madkins, T., & Shareff, R. (under review). Teacher visions and learning to teach: A case of preservice elementary mathematics lesson study. Teaching and Teacher Education. Akiba, M., Murata, A., & Wilkinson, B. (under review). Scaling up lesson study after the race to the top: District policy and leadership for system-level instructional improvement. Educational Evaluation and Policy Analysis.

Papers in Preparation


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Murata, A. Howard, C., & Fabrega, J. (in preparation). 5 practices and research lessons. Murata, A. (in preparation). Lesson study as research: Relating lesson goals, activities, and data collection. In A. Murata. & E. Munthe. (Eds.) Lesson study next step: Educators’ guide to deeper learning. NY: Routage. Murata, A. (in preparation). Learning to see distances in terms of tens and ones in compare word problems: Teaching-learning supports for Grade 2 students.

Invited and Plenary Presentations

Murata, A. (August, 2016). Successes and challenges in U.S. teacher education: Lesson Study. Finland-U.S. mathematics teacher education meetings. University of Helsinki, Helsinki, Finland. Murata, A. (November, 2015). Lesson study and teacher learning: Research agenda in mathematics education. Purdue University, West Lafayette, IN. (In Japanese) Murata, A. (June, 2015). こども期を通した一貫教育(Coherent Education across Childhood Years: Developing and Increasing Communication among Stakeholders). Kobe Shinwa Women’s University. Kobe, Japan. Murata, A. (September, 2014). Lesson study in initial teacher education. Lesson Study Conference, Stavanger, Norway. Murata, A. (June, 2014). Preservice elementary teachers’ conception of teaching: How does it change through lesson study? Research Conference at University of Stavanger, Stavanger Norway. Murata, A. (April, 2014). Deepening understanding for teaching: Leading and researching teacher learning through lesson study. University of Missouri – St. Louis, St. Louis, MO. Murata, A. (April, 2014). Teachers as inquirers: Deepening understanding for teaching with lesson study in cross-cultural and multi-linguistic school contexts. St. Louis Language Immersion Schools, St. Louis, MO. Murata, A. (2013, November). Lesson study: Introduction and possibility. University College of Oslo, Oslo, Norway. Murata, A. (2013, November). Lesson study: Digging more deeply. University of Stavanger, Stavanger, Norway. Murata, A. (2013, June). Lesson study in initial teacher education and in Japan. University of Stavanger, Stavanger, Norway. Murata, A. (2013, June). Lesson study and teacher education. University College Cork, Cork, Ireland.


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Murata, A. (2012). Lesson study in preservice education: Possibilities and challenges. University of Stavanger, Stavanger, Norway. Murata, A. (2011). Teacher and student learning through standards: International comparison. Mathematics Education Ireland 4. Dublin, Ireland. (In Japanese). Murata, A. (2011). アメリカの算数教育における教科教育学（Curriculum studies in mathematics education in the United States). Hiroshima University. Hiroshima, Japan. Murata, A. (2011). Navigating standards: Teacher and student learning through different instructional paths. Mathematical Sciences Research Institute Conference. Berkeley, CA. Murata, A. (2010). Lesson study: Teachers and students learning together. Silicon Valley Mathematics Initiative Lesson Study Open House. Palo alto, CA. (In Japanese) Murata, A. (2009). 算数幼児教育：アメリカと日本 (Early Childhood Mathematics Education: The United States and Japan). Seinan-gakuin University School of Education Invited Lecture Series. Fukuoka, Japan. Murata, A. (2009). Teacher talk paths in lesson study: Making connections among student learning, content, and teaching. Northwestern university school of education and social policy brown bag colloquium. Evanston, IL. (In Japanese) Murata, A. (2008). 世界から見た日本のカリキュラム (Seeing Japanese national mathematics curriculum from a global perspective). Tsukuba University elementary school lesson study conference, Tokyo, Japan. Murata, A. (2003). Research on coherent in-depth curricular paths. Japan-US science, mathematics, and technology meeting. National Science Foundation meeting. San Francisco, CA.

Conference Presentations

Murata, A. (2017). Teacher learning with collective orientations in lesson study. Association of Mathematics Teacher Educators Conference, Orlando, FL. Murata, A. (2016). Collective Orientations and teacher learning: What do teachers mean when they say student understanding? World Congress of Lesson Study Conference, Exeter, England. Helgevold, N. & Murata, A. (2016). Understanding student diversity through intersugjectivity: Lesson study in pre-service education in Norway and the United States. World Congress of Lesson Study Conference, Exeter, England. Akiba, M. & Murata, A. (2016). Identifying an effective and scalable model of lesson study. National Science Foundation PI meeting, Washington, D.C. Murata, A. (2016). What do teachers mean when they say student understanding?: Investigation of mathematics lesson study in elementary schools. Research Conference of National Council of Teachers of Mathematics, San Francisco, CA.


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Murata, A. Shareff, B.,, & Gillingham, D. (2016). Preservice elementary mathematics lesson study: Visions and learning to teach. Research Conference of National Council of Teachers of Mathematics, San Francisco, CA.

Murata, A. Madkins, T., & Kim, H-J. (2016). Case of preservice elementary mathematics lesson study: Teacher visions and learning process to teach. Annual Meeting of American Educational Research Association, Washington, D.C. Kuleshova, A., Farfan, G., Murata, A., Howard, C., Akiba, M., & Wilkinson, G. B. (2016). Teacher leaders as professional development facilitators: Capturing the practice of supporting practicing teachers. Annual Meeting of American Educational Research Association, Washington, D. C.

Nucci, L. & Murata, A. (2016). Using lesson study in teacher professional development for moral education: Project structure, goals, and assumptions. Annual Meeting of American Educational Research Association, Washington, D.C.

Murata, A. (2015). Teacher visions and learning to teach: A case of preservice elementary mathematics lesson study. Florida Association of Teacher Educators conference, Gainesville, FL. Murata, A. (2015). Lesson study in Florida: A longitudinal survey of district policy and practice. Florida Association of Teacher Educators conference, Gainesville, FL. Murata, A., Scott, M., Madkins, T., Gillingham, D., Kim, H-J, McGee, A., Siker, J., & Hobson, A. (2015). Strategies and tools for teaching mathematics through inquiry: Preservice elementary teacher lesson study. Annual Meeting of American Educational Research Association, Chicago, IL. Murata, A., Siker, J., Kang, B., Kim, H-J., Baldinger, E., & Scott, M. (2014). Classroom group learning and individual student learning: Case of two first grade number talk lessons. Annual Meeting of American Educational Research Association, Philadelphia, PA. Murata, A. (2014). Case study of first-grade number talks. Research Conference of National Council of Teachers of Mathematics, New Orleans, LA. Murata, A., Bofferding, L., Pothen, B. E., Hedrick, B., Alexander, A., & Kemmerle, M. (2011). Number talks: Putting mathematical reasoning in the center of mathematical practice. North American chapter of the international group of the Psychology of Mathematics Education. Lake Tahoe, NV. Murata, A. & Kattubadi, S. (2011). Grade 3 students’ mathematization through modeling: Situation models and solution models with multi-digit subtraction problem solving. Annual Meeting of American Educational Research Association, New Orleans, LA. Murata, A., Bofferding, L., & Pothen, B. E. (2011). Prospective teachers’ knowledge and practice. National Council of Teachers of Mathematics Annual Meeting Research Presession. Indianapolis, IN.


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Murata, A., Bofferding, L. Pothen, B, Taylor, M., & Wischnia, S. (2010). Teacher talk paths in lesson study: Making connections among student learning, content, and teaching. Annual Meeting of American Educational Research Association. Denver, CO. Murata, A. (2008). Student learning paths to multi-digit subtraction: Relating students’ methods. Joint meeting of the 32nd conference of the International group for the Psychology of Mathematics Education and the thirtieth meeting of North American chapter. Morelia, Michoacan, Mexico. Pothen, B. & Murata, A. (2008). Lesson study: Measuring growth in teacher knowledge. California lesson study conference, Sacramento, CA. Murata, A., Juel, C., McElhone, D., Hebard, H., Scott, R., & Pothen, B. (2008). Preservice teacher development in mathematics and literacy: How parallel? Annual meeting of American Educational Research Association, New York City, NY. Murata, A. (2007). Role of representations in the U.S. and Japanese curricula: Learning in and outside of contexts. North American chapter of the international group of the Psychology of Mathematics Education. Lake Tahoe, NV. Pothen, B. & Murata, A. (2006). Developing reflective practitioners: A case study of preservice elementary math teachers’ lesson study. Twenty-eighth annual meeting of North American chapter of the international group of the Psychology of Mathematics Education. Merida, Mexico. Murata, A. (2006). Learning to see distances in terms of tens and ones in compare word problems: Teaching-learning supports for Grade 2 students. Annual meeting of American Educational Research Association, San Francisco, CA. Perry, R., Lewis, C., & Murata, A. (2005). The “sandwich” approach to professional development: Teacher knowledge creation through lesson study. Annual meeting of American Educational Research Association, Montreal, Canada. Murata, A. (2004). Quantities structured in tens, fives, and ones: A case of Japanese grade 1 students. Twenty-sixth annual meeting of the North American chapter of the International group of the Psychology of Mathematics Education. Toronto, Canada. Murata, A., Lewis, C., & Perry, R. (2004). Teacher learning and lesson study: Developing efficacy through experiencing student learning. Twenty-sixth annual meeting of the North American chapter of the International group of the Psychology of Mathematics Education. Toronto, Canada. Murata, A., Kage, M., Lewis, C., & Perry, R. (2004). Quality of feedback that helps deepen teacher reflection during lesson study discussions. Annual meeting of American Educational Research Association, San Diego, CA. Murata, A., Koelner-Clerk, K., & Hooper, P. (2004). Thoughts on importance of building learning communities for teachers and students. Annual meeting of American Educational Research Association. San Diego, CA.


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Lewis, C., Perry, R., & Murata, A. (2004). What counts as evidence of learning from practice?: Collaborative critique of lesson study research methods. Annual meeting of American Educational Research Association, San Diego, CA. Murata, A. (2003). Teacher learning and lesson study: Developing efficacy through experiencing student learning. School Science and Mathematics Association Annual Convention. Columbus, OH. Lewis, C., Murata, A., & Perry, R. (2003). Lesson study and teachers’ knowledge development: Collaborative critique of a research model and methods. Annual meeting of American Educational Research Association. Chicago, IL. Lewis, C., Takahashi, A., Murata, A., & King, B (2003). Developing “the eyes to see students:” Data collection during lesson study. Research pre-session of National Council of Teachers of Mathematics annual meeting. San Antonio, TX. Murata, A. & Fuson, K. C. (2002). Seeing U.S. reform teaching in a Japanese classroom: Mutual adaptations in first graders’ learning teens additions. Twenty-fourth annual meeting of the North American chapter of the International group of the Psychology of Mathematics Education. Athens, GA. Murata, A. & Takahashi, A. (2002). Vehicle to connect theory, research, and practice: How teacher thinking changes in district-level lesson study in Japan. Twenty-fourth annual meeting of the North American chapter of the International group of the Psychology of Mathematics Education. Athens, GA. Murata, A. & Takahashi, A. (2002). District-level lesson study: How Japanese teachers improve their teaching of elementary mathematics. Research pre-session of National Council of Teachers of Mathematics annual meeting. Las Vegas, NV. Murata A. & Fuson, K. C. (2002). Aspects of teacher learning from videotapes of Japanese classrooms. Annual meeting of American Educational Research Association. New Orleans, LA. Murata, A. & Fuson, K. C. (2001). Learning paths to 5- and 10- structured understanding of quantity: Addition and subtraction solution strategies of Japanese children. Twenty-third annual meeting of the North American chapter of the international group for the Psychology of Mathematics Education. Snowbird, UT. Fuson, K. C, Duncan (Murata), A., & Lee, H-F. (2001) Harmonious teaching: Emotional supports for learning in the classroom. Biennial meeting of the Society for Research in Child Development. Minneapolis MN. Duncan (Murata), A. (2001). Learning paths to 5- and 10- structured understanding of quantity: Addition and subtraction solution strategies of Japanese children. Learning Sciences Seminar presentation. Northwestern University, Evanston, IL. Duncan (Murata), A., Lee, H-F., & Fuson, K. C. (2000). Pathways to early number concepts: Use of 5- and 10- structured representations in Japan, Taiwan, and the United States. Twenty-second annual meeting of the North American chapter of the international group of the Psychology of Mathematics Education. Arizona State University: Tucson, AZ.


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Schmidt, M.E. & Duncan (Murata), A. (1998). Cultural differences in eighth grade mathematics: A case study of a Japanese LEP Student. Twentieth annual meeting of the North American chapter of the international group for the Psychology of Mathematics Education. Raleigh, NC. Duncan (Murata), A. (1998). The effect of language and cultural differences in an eighth grade mathematics classroom: A case study of a Japanese LEP student. Honors lecture series. The Ohio State University, Columbus, OH. Duncan (Murata), A. (1998). The effect of language and cultural differences in an eighth grade mathematics classroom: A case study of a Japanese LEP student. The 1998 graduate research forum. The Ohio State University, Columbus, OH.

Professional Membership

American Educational Research Association (AERA). Association of Mathematics Teacher Educators (AMTE) Association for Supervision and Curriculum Development (ASCD). Florida Association of Teacher Educators (FATE) National Council of Teachers of Mathematics (NCTM). North American Chapter of the International Group of Psychology of Mathematics Education (PME-NA). Phi Kappa Phi. Society of Research on Child Development (SRCD).

Teaching and Teaching-Related Experiences Instructor

University of Florida, 2015 – present. MAE7899: Teacher learning and professional development in STEM education (Graduate level

seminar on STEM teacher learning and development) MAE7899: Equity and mathematics education (Graduate levels seminar on educational equity in

mathematics education research and practice) MAE3312: Mathematics content and methods for teaching mathematics in the inclusive elementary

classroom, part 1. (Undergraduate level elementary mathematics teaching methods course, focusing on developing the understanding of diverse student learning and teaching that support the learning).

MAE5347: Teaching K-8 mathematics for understanding. (On-line course for teacher-education interns who are placed in classrooms, to refine and solidify their understanding of student learning and effective teaching practices through classroom implementation).

University of California, Berkeley, 2013 – 2015. EDU211A: Development, learning, and instruction in cultural contexts (Graduate level seminar for

teacher education students, theoretical foundation for teaching and learning and its implication to classroom practices)

EDU236B: Elementary teaching in mathematics (Graduate level elementary mathematics teaching course, focusing on making connections between research and practice).

EDU205: Development, learning, and instruction (Graduate level seminar to delve deeply into the relationships among development, learning, and instruction. This course is required for all first year PhD students in Human Development program)


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Stanford University, Stanford, CA. 2004 – 2012. EDUC325B: Proseminar on learning and teaching (Graduate level proseminar to investigate the

relationship between learning and teaching in and outside of the classrooms. This course is required for all first year PhD students in education programs)

EDUC263E, F, and G: Quantitative reasoning and mathematics (Graduate level elementary mathematics teaching methods courses, strong emphasis on developing pedagogical content knowledge connected to the practice of teaching)

EDUC359E: Research on mathematics education (Graduate level seminar on mathematics education research from international perspectives, focus on seeing teaching as a cultural practice)

EDUC362/406X: Perspectives on teacher learning and lesson study (Graduate level seminar on teacher learning research and theory, with special emphasis on lesson study, a form of professional development)

EDUC93Q: Young Children’s Mathematical Thinking and Learning (introductory seminar for undergraduate students to experience mathematics teaching and learning in elementary schools).

Advis ing Graduate-Leve l Students . 2002 – present.

University of Florida; University of California Berkeley; Stanford University; Mills College; University of Stavanger.

Mentor and advise graduate students. Meet regularly with students, provide guidance, and monitor their progress with research projects. Organize weekly and/or bi-weekly research meetings/forum where students share their emerging research ideas, receive feedback from one another, and collaborate at any part of on-going research processes (e.g., data analysis, writing).

Educational consultant/Integrated mathematics program coordinator

Discovery School, Mansfield, OH. 1999. Worked collaboratively with teachers to design integrated mathematics programs.

Classroom teacher (Grades Pre-K to 8)

Discovery School, Mansfield OH. 1992 – 1999. Taught fourth and fifth grade mathematics, fifth grade social studies, language arts, and guidance. Worked collaboratively with teachers of other grades to co-plan and co-teach lessons.

Mathematics instructor (Grades 2 to 5)

Richland Academy of Arts, Mansfield OH. 1998. Taught geometry courses for after-school and summer school.

Workshop and Teacher-Inservice Programs

Lesson study Collaboration, Volusia County School District, FL. 2015 – present. Supporting the district’s lesson study effort by working with lesson study facilitators and teachers, providing content as well as process support through lesson study, attending research lesson and serve as a knowledgeable other, helping plan facilitator summer workshop.

Lesson Study with Moral Education, Oakland Unified School District, Oakland, CA. 2014 – 2015. Supporting the district’s lesson study with middle- and high-school history teacher leaders, with

their planning, teaching, debriefing, and re-teaching lesson study process.


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Number Talks Workshop. St. Louis Language Immersion Schools, St. Louis, MO. May 2014. As a part of St. Louis Language Immersion Schools Co-Laboratory day, held a workshop for

multilingual elementary teachers to introduce Number Talks. Lesson Study Collaboration, Bishop Strachan School, Toronto, Ontario, Canada, March, 2014. Participated in the public lesson event as a discussant, to help connect the participating teachers’

classroom effort with a broader educational issues and research on student learning of geometry and development of spatial sense.

Lesson Study Collaboration, Institute of Child Study, Toronto, Ontario, Canada. December, 2010.

Supported the school’s lesson study process by working with teachers on lesson planning. Participated in the lesson study day as a discussion facilitator as well as a discussant to help connect the teachers’ classroom effort with a broader educational issues and research on student learning of mathematics.

Silicon Valley Mathematics Initiative Lesson Study Event Day. Palo Alto, CA. 2010 As a part of the lesson study program, gave a presentation to the group of teachers who participated in the lesson study event.

East Palo Alto Academy Elementary School Development and Inservice. East Palo Alto, CA. 2005 – 2010

As a part of the school development team, made mathematics curricular decisions and collaboratively worked with other Stanford faculty members and school staff to support the opening of the new charter school. Since the opening of the school in September 2006, provided inservice support focusing on elementary mathematics.

Los Gatos Unified School District Lesson Study Support, 2009. Participated in multi-grade lesson study effort by giving feedback on the team’s lesson planning process and attending their research lesson day as a mathematics teaching advisor.

Santa Clara Unified School District Summer School Mathematics Inservice, Santa Clara, CA. 2008. As a part of the collaboration between Santa Clara Unified School District and Stanford

Teacher Education Program (STEP), provided an inservice session for cooperating teachers and teacher candidates to discuss their summer school curriculum and implement teaching activities.

Barron Park Elementary School Lesson Study Professional Development Support. Palo Alto, CA. 2006 – 2008.

Support Grades K – 4 teachers with their lesson study effort (as a mathematics content and lesson study supporter).

U.S. – Japan Elementary Mathematics Workshop, Summer 2007 and 2008. San Mateo, CA. Summer 2007 and 2008.

In collaboration with Mills College, organized and facilitated a 2-day workshop for U.S. and Japanese teachers to share and discuss their mathematics teaching approaches and theories in elementary classrooms. Public mathematics lessons were taught in U.S. classrooms by Japanese teachers.

Stanford Summer Teaching Institute. Stanford, CA. Summer 2007 and 2008.

Organized and facilitated a 4-day workshop sessions, focusing differentiation in mathematics instruction, for elementary-school teachers at Stanford affiliated schools.


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Lesson Study Toolkit Summer Workshop. Belmont, CA. Summer 2007.

Helped the data collection process as elementary and middle school teachers used lesson study toolkit developed by Mills College Lesson Study Group, to assess the effectiveness of the toolkit for the future use.

Summer Mathematics Lesson Study. Santa Clara Unified School District, CA. 2007.

Planned and conducted lesson study with a group of secondary-level STEP mathematics preservice teachers and their mentor teacher as a part of the 5-week summer field experiences.

San Mateo Lesson Study Professional Development Program. San Mateo – Foster City School District. CA. 2002 – 2005.

Working with teachers across several schools in the district to support their lesson study effort (as a mathematics content and lesson study supporter).

Mathematics In-service Workshop. Berkeley Unified School District. Berkeley, CA. 2004.

Planned, organized, and facilitated inservice workshop sessions for lower elementary grade teachers. US – Japan Lesson Study Summer Institute. San Mateo, CA. August 2004.

Helped organize five-day workshop for elementary and middle-school teachers across US and Japan who engage in lesson study. Communicated with Japanese and US educational researchers beforehand, supported US teachers with lesson planning and workshop organization, participated in lesson study discussions, gave advice and shared insight for the mathematics teaching, student learning, and math content of the lesson, and translated the languages simultaneously during the institute for the participants to support communication.

US – Japan Lesson Study Institute. San Jose, CA. May 2004.

Helped organize one-day workshop for elementary school teachers in various school district in the bay area. Communicated with Japanese educational researchers, support US teachers for lesson planning, participated in the lesson study discussions, and translated the languages during the institute.

Lesson Study Workshop. San Mateo – Foster City School District. CA. August 2003.

Helped organize 2-week workshop, assisted teachers with elementary-level mathematics lesson planning, taught a lesson, and participated in after-lesson discussion/debriefing.

Lesson Study Japan Tour/Workshop. Global Education Resource, Tokyo and Yamanashi, Japan. June – July 2003.

Helped organize a two-week tour/workshop for approximately 15 U.S. participants (teachers, school administrators, university researchers), visited Japanese schools and observed lesson study processes, facilitated discussions, prepared materials in English, and translated languages as well as cultures as necessary.

Lesson Study Institute. Eisenhower Consortia Northwest Regional Educational Laboratory, Portland, OR. January 2003.

Planned and taught an elementary-level mathematics lesson (Grade 2), participated in discussion and debriefing, facilitated team-planning sessions with U.S. participants and in Q&A sessions as a lesson study expert.


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Lesson Study Conference (Lesson study: Collaborative teacher-led professional development focused on student thinking). Research for Better Schools and Global Education Resource, Stamford, CT. November 2002.

Gave a mini seminar/workshop on ten-structured number thinking for conference participants before the lesson, participated in lesson study discussion and debriefing, and translated two-way simultaneous Japanese-English discussion during the teaching and discussion of a lesson.

Other Professional Activities

Co-Director. AERA SIG-in-Formation Lesson Study. 2016 As a co-director, helped organize the SIG formation process by communicating other division

chairs and SIG directors. Soliciting proposals to be submitted, coordinate review process, and organize sessions in the meetings.

Finland-U.S. Mathematics Teacher Education Workshop. August, 2016. As a part of the planning team, helped organize the session on U.S. teacher professional

development and provided information and resources on lesson study. Advisory Board Member, STEM++, 2015 – present. Provide content and research guidance to the project that aims to create pipelines for female and

minority students into STEM fields. Advisory Board Member, iMath. 2015 – present. Providing , content, conceptual, and research guidance to the online math tutoring community in

which students submit questions and help one another with academic work. Faculty Director, Developmental Teacher Education (DTE) Program, University of California – Berkeley. 2013 –

2015. Providing conceptual, programmic, and research leadership to the multiple-subject teacher preparation program.

Visiting Scholar, Kobe Shinwa Women’s University, International Education Research Center, Kobe,

Japan. 2015 – 2016. Visiting Professor (Status-only appointment), University of Toronto, Ontario Institute for Studies in Education,

Toronto, Canada. 2015. Served as a PhD dissertation committee.

Curriculum Review. University of Alaska, Fairbanks, 2014 – Present.

Review chapters in Mathematics in Cultural Context curriculum that was designed based on Alaskan-native measurement and balancing concept and representations.

Preservice Lesson Study Advisor, University of California – Berkeley. 2014 – Present.

Helped directors and instructors for MACSME (Masters and Credentials in Science and Mathematics Education) program to design and implement lesson study as a part of the coursework for presservice teachers.

Committee Activities in UC-Berkeley Graduate School of Education


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Personnel Committee (2014 – 2016). Review promotion and hiring cases by reading personnel files, responding to the written statements/files, discussing the cases, and approving (or disapproving) the cases.

Visiting Professorship, Tokyo University, Tokyo, Japan. Summer 2014

Participate as a part of lesson study research project group, collect data on lesson study in local schools, attend lesson study and research meetings, give seminars at the university.

Proposal Review Panel. National Science Foundation DRK12. Washington, D.C. February & December 2014.

Reviewed proposals for NSF’s Discovery Learning K12 Research Grant as a part of a review panel. Lesson Study Researcher, University of Stavanger, Stavanger, Norway, 2012 – 2015.

As a part of the federally funded research project to investigate preservice teachers’ learning with lesson study in teacher education courses, helped conceptualize the study, supported lesson study implementation, data collection and analysis, and collaboratively writing reports. Provided workshops for inservice and preservice teachers, and strengthen connections between U.S. and Norwegian education communities.

Save the Children Picture Math Book Writing. 2012

Wrote five children’s mathematics picture books, to be translated into 10 different languages and used as a part of Numeracy Project.

American Educational Research Association Policies and Procedures Committee. 2009 – 2012.

As a part of the committee, help make policies and procedures related decisions for AERA by reviewing current association practices and feedback from members, divisions, and SIGs.

Save the Children Numeracy Project. 2012.

As a part of the advisory group, examined Save the Children Literacy program and provided appropriate suggestions for their development of Numeracy Project to help teachers and elementary students develop mathematical understanding and skills in developing countries.

Journal of Teacher Education/American Association of Colleges of Teacher Education Outstanding Article Selection Committee. 2008.

As a part of the committee, read and evaluated five pre-selected articles, discussed the rating with the other members of the committee, and recommend the outstanding article for the year.

American Educational Research Association Division G Mentor Award Selection Committee. 2008.

As a part of the committee, reviewed nomination proposals and letters for the outstanding mentor award, evaluated each nominee, discussed the rating with other members of the committee, and recommended the award recipient.

Commissioned Paper on Early Childhood Mathematics Development and Assessment. National Research Council, 2007.

By invitation, wrote a paper on early-childhood mathematics development and assessment for NRC committee on Developmental Outcomes and Assessment of Young Children as an area expert, summarizing the research on early-childhood mathematics development, reviewed existing assessment measures, and made recommendations to the committee.

Elementary Mathematics Collaborator. Stanford University. Stanford, CA. 2004 – 2005.


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Assisted the elementary education core group of Stanford Teacher Education Program (STEP), helped shape the emerging program by visiting prospective teacher candidate placement sites, and supported the program structure in various ways.

California Pre-Kindergarten Mathematics Content Foundations Panel. Berkeley Evaluation and Assessment Research (BEAR) Center. Berkeley, CA. and WestEd, Sausalito, CA. 2004 – 2007.

By invitation, act as a part of the panel, analyze and determine the critical content standards for pre-kindergarten mathematics for the state of California: Examine early childhood learning topics of mathematics concepts in existing teaching-learning materials, study Pre-K Standards from other states, investigate and make connections with existing research findings and Grade K - 12 Standards (state Standards and National Council of Teachers of Mathematics Standards), prepare rationale documents and teaching guide, attend meetings to discuss the proposed foundations in collaboration with the working group and California Department of Education.

Mathematics Curricular Material Writing. Lesson Lab Breakthrough Project. 2004.

Wrote curricular units for “Numbers and Numerals,” “Geometric Shapes and Solids,” and “Perspectives on Problem Solving” modules for elementary grade teachers, as a part of the web-based professional development program.

Manuscript Reviews.

Scandinavian Journal of Educational Research, 2016 to present. Elementary School Journal, 2013 to present. Journal of Developmental Psychology. 2013 to present. Journal of Mathematical Behaviors. 2010 to present. International Journal of Educational Research. 2009 to present. Cognition and Instruction. 2009 to present. Journal of Research in Mathematics Education. 2004 to present. Journal of Teacher Education, 2005 to present. Mathematical Teaching and Learning. 2005 to present. Cognitive Development. 2004 to present.

Proposal Review Panel. National Science Foundation MSPT. Washington, D.C. February 2004.

Reviewed proposals for NSF programs as a part of a review panel. Proposal Reviews. Psychology of Mathematics Education – North American Chapter Annual Meeting. 2004 - 2009.

Reviewed proposals submitted for the conference.