小山正孝 Masataka Koyama
Masataka Koyama has been Professor of Mathematics Education since 2007 and the Dean of Graduate School of Education and School of Education since 2016 at Hiroshima University, Japan. He received his B.Ed., M.Ed., and Ph.D. in Education from Hiroshima University. His major scholarly interests are mathematical understanding, international comparative study on students’ mathematical attainments, mathematics teachers’ professional development, and school mathematics curricula and textbooks. He has been actively involved in both the international activities such as ICME, EARCOME, and PME for improving mathematics education and the national activities for society of mathematics education and teachers’ professional development through lesson study of mathematics in primary and secondary schools.
★Koyama, M. and Lew, H-C. (2017). Pre-service teacher training for secondary school mathematics in Japan and Korea. In Son, Ji-Won, Watanabe, Tad, and Lo, Jane-Jane (Eds.), What matters? Research trends in international comparative studies in mathematics (pp.145-164). The Netherlands: Springer.
・Wong, K. Y., Koyama, M. and Lee, K-H. (2013). Mathematics curriculum policies: A framework with case studies from Japan, Korea, and Singapore. In Y. Li and G. Lappan (Eds.), Mathematics curriculum in school education (pp.79-91). The Netherlands: Springer.
・Koyama, M. (2013). Insights from students’ process of understanding mathematics for nurturing reflective learners. In Kaur, B. (Ed.), Nurturing reflective learners in mathematics (pp.269-288). Singapore: World Scientific.
・Koyama, M. (2010). Mathematics curriculum in Japan. In F. K. S. Leung and Y. Li (Eds.), Reforms and issues in school mathematics in East Asia: Sharing and understanding mathematics education policies and practices (pp.59-78). The Netherlands: Sense Publishers.
・小山正孝編著『中等数学教育』（教師教育講座 第14巻），協同出版（株），2014.9, pp.1-343．
★Koyama, M. (2016). Dynamic cycle driven by the dialectic cycle of two complementary reflections in lesson study on school mathematics, Proceedings of the PME 40 Conference, 1, 35-50.
★Koyama, M. (2015a). Seeking high quality collaboration and reflection: A lesson study on primary school mathematics, Proceedings of the 7th ICMI-East Asia Regional Conference on Mathematics Education, 1, 105-116.
・Koyama, M. (2015b). Current trends and issues on mathematics curriculum revision in Japan, Proceedings of the 2015 Joint Conference of Korean Mathematics Education Societies, 2, 79-102.
・Thompson, D. R., Kaur, B., Koyama, M. and Bleiler, S. K. (2013), A longitudinal view of mathematics achievement of primary students: case studies from Japan, Singapore, and the United States, ZDM Mathematics Education, 45(1), 73-89.
・Koyama, M. (2008). Japanese doctoral programs in mathematics education: Academic or professional. In R. Reys and J. A. Dossey (Eds.), U.S. Doctorates in mathematics education: Developing stewards of the discipline. CBMS Issues in Mathematics Education, USA: American Mathematical Society, 15, 195-201.
・Okazaki, M. and Koyama, M. (2005). Characteristics of 5th graders’ logical development through learning division with decimals, Educational Studies in Mathematics, 60, 217-251.
＜発表（International Conference Presentations）＞
・Koyama, M., Two-axis process model for teaching and learning of school mathematics.Invited Lecture at the ICME-13 Conference. Germany: Hamburg, July 24-31, 2016.
・Koyama, M., Dynamic cycle driven by the dialectic cycle of two complementary reflections in lesson study on school mathematics. Plenary Lecture at the PME 40 Conference. Hungary: Szeged, August 3-7, 2016.
・Koyama, M., Seeking high quality collaboration and reflection: A Lesson Study on primary school mathematics. Invited Lecture at the 7th ICMI-EARCOME Conference. Philippine: Waterfront Hotel, Cebu City, May 11-15, 2015.
・Koyama, M., Current trends and issues on mathematics curriculum revision in Japan. Invited Lecture at the 2015 Joint Conference of Korean Mathematics Education Societies. Korea: Konkuk University, Seoul, May 1-2, 2015.
mathematical understanding, international comparative study on students’ mathematical attainments, mathematics teachers’ professional development, school mathematics curricula and textbooks, Lesson study of mathematics in primary and secondary schools