Theory and Practice of Lesson Study in Mathematics

Dr. Rongjin Huang is professor of mathematics education at Middle Tennessee State University (MTSU), USA. He got bachelor and master degrees in mathematics in Mainland China, and Ph.D. degrees in curriculum and instruction in Hong Kong and the USA. He was a high school mathematic teacher, and a faculty member at East China Normal University and University of Macau prior to joining MTSU.  His research interests include classroom research, teacher education, and comparative studies in mathematics education. Dr. Huang has more than 100 publications and presentations in both Chinese and English. The articles have been published in highly respected journals such as: Journal of Mathematics Teacher Education, ZDM Mathematics Education, and Journal of Mathematical Behavior. Dr. Huang has published six books. His recently published books include How Chinese Teach Mathematics and Improve Teaching (Rougtledge, 2013), Prospective mathematics teachers' knowledge of Algebra: A comparative study in China and the United States of America (Springer, 2014), and Teaching and learning mathematics through variation: Confucian heritage meets Western theories (Sense, 2017). Dr. Huang has served as a guest editor for ZDM Mathematics Education and International Journal for Lesson and Learning Studies. He has organized and chaired secessions at international conferences such as AERA, NCTM, and ICME.Dr. Akihiko Takahashi is an Associate Professor at DePaul University. He teaches mathematics and mathematics education for prospective teachers. He was a teacher in Japan before becoming an educator of mathematics teachers. During his teaching career, he was nationally active in mathematics lesson study in Japan. He received his Ph.D. from the University of Illinois at Urbana-Champaign; his dissertation research focused on internet use in mathematics education. He has published over 60 journal articles and book chapters in English and Japanese and given over 50 presentations and keynote at conferences and workshops in Canada, Chile, Germany, Indonesia, Ireland, Japan, Korea, Malawi, Malaysia, Mexico, Philippine, Qatar, Singapore, Thailand, Uganda, United Kingdom, and United States.Dr. João Pedro da Ponte is Professor at Universidade de Lisboa. He made his doctoral studies at the University of Georgia (USA), and was a Visiting Professor at San Diego (USA), UNICAMP (Brazil), and Granada (Spain). His current main research interests are mathematics teaching practices and teacher education and the teaching and learning of rational numbers and algebra. He coordinated a government report about pre-service teacher education (2006) and a new mathematics curriculum for basic education (2007) and collaborates with the Portuguese association of teachers of mathematics. He has supervised thirty one PhD dissertations and is author and co-author of several books and articles in national and international journals such as BOLEMA, RELIME, Educational Studies in Mathematics, Journal of Mathematics Teacher Educations, and ZDM Mathematics Education.