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Dr Taro Fujita

Senior Lecturer in Mathematics Education

 4807

 +44 (0) 1392 724807

 Baring Court BC206

 

Baring Court, University of Exeter St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

Taro Fujita is a senior lecturer in mathematics education in the Graduate School of Education.  He was trained as a primary and secondary school teacher in Japan, and completed his PhD at the University of Southampton.  Taro has worked in the field of mathematics education, first at Glasgow University (BEd) and then at Plymouth University (BEd and PGCE).  His current research interests include the history of mathematics education, the teaching and learning of geometry in lower secondary schools, deductive reasoning and intuitive skills in geometry and the use of technology in mathematics education.

Qualifications

2004 Postgraduate Certificate in Academic Practice, University of Glasgow, UK
2003 Doctor of Philosophy (Mathematics Education), University of Southampton, UK
1999 Master's degree in Mathematics education, Kumamoto University, Japan
1995 Bachelors degree in primary education and secondary education in mathematics, Kumamoto University, Japan

Career

2002 - 2006 Lecturer, Faculty of Education, University of Glasgow, UK
2006-2012 Lecturer, School of Education, University of Plymouth, UK

Research group links

Research

Research interests

My key research areas are: 

Mathematical thinking and understanding

Geometrical thinking, reasoning and proof

Understanding of mathematical patterns

History of Mathematics Education

Instrumentation process in mathematical learning with artifacts

Dialogic approaches in education 

Research projects

2018-2021: Evaluation of Institute of Coding Summer school, funded by HEFCE (for more information - https://www.iocsummerschoolexeter.org/about.html)

2017-2020: Strategic Partnership for Innovation in Data Analytics in Schools (SPIDAS) , Funding Awarded to Exeter: 308888 Euro, Sponsor: ERASMUS+

2017-18: Developing a group thinking measure test with iPad/mobile tablets in Japan and the UK (Principal Investigator). Funding Awarded to Exeter: £7,000, Sponsor(s): Daiwa Anglo-Japanese Foundation

2015-16: Group thinking measures and collaborative learning in mathematics in the UK and Japan. Funding Awarded to Exeter: £9,684, Sponsor(s): British Academy

2014-15: Using Lesson Study to bridge between neuro-psychology and mathematics education: trialling a novel approach.(co-investigator), Funding Awarded to Exeter: £9,600, Sponsor(s): ESRC Transformative Research Call

2009-10: The development of an English and Japanese language web-based learning environment to support students' understanding of proof in mathematics (Principal Investigator), Funding awarded to the University of Plymouth: £9600, The Daiwa Anglo-Japanese Foundation

Research grants

  • 2018 HEFCE
    The Institute of Coding is a UK-wide partnership between universities and Industry to influence government policy in data science, AI and the digital skills agenda, and guide public engagement with social and ethical issues arising from developments in data science and AI, amongst others. The University of Exeter's involvement is led by staff from Computer Science, the Graduate School of Education, the Q-Step Centre and the Institute for Data Science and Artificial Intelligence (IDSAI). Exeter will lead initiatives on digital skills education for students in disciplines outside Computer Science and on machine learning technologies for giving advice on skill acquisition personalised to individual students.
  • 2017 Daiwa Anglo-Japanese Foundation
    Developing a group thinking measure test with iPad/mobile tablets in Japan and the UK. We will also investigate group mathematical thinking as well.
  • 2015 British Academy Small Grants
    Group thinking measures and collaborative learning in mathematics in the UK and Japan
  • 2014 ESRC
    Using Lesson Study to bridge between neuro-psychology and mathematics education: trialling a novel approach
  • 2009 Daiwa Anglo-Japanese Foundation
    The development of an English and Japanese language web-based learning environment to support students' understanding of proof in mathematics

Links


Publications

Key publications | Publications by category | Publications by year

Key publications


Fujita T, Doney J, Wegerif R (2019). Students’ collaborative decision-making processes in defining and classifying quadrilaterals: a semiotic/dialogic approach. Educational Studies in Mathematics, 101(3), 341-356. Abstract.  Full text.
Miyazaki M, Fujita T, Jones K (2019). Web-Based Task Design Supporting Students’ Construction of Alternative Proofs. In Hanna G, Reid D, de Villiers M (Eds.) Proof Technology in Mathematics Research and Teaching, Spinger, 291-321.  Abstract.  Full text.
Komatsu K, Fujita T, Jones K, Sue N (2018). Explanatory unification by proofs in a mathematics classroom. For the Learning of Mathematics, 38, 31-37. Full text.
Fujita T, Jones DK, Miyazaki M (2018). Learners' use of domain-specific computer-based feedback to overcome logical circularity in deductive proving in geometry. ZDM, 50 Abstract.  Full text.
Miyazaki M, Fujita T, Jones K, Iwanaga Y (2017). Designing a web-based learning support system for flow-chart proving in school geometry. Digital Experiences in Mathematics Education, 3(3), 233-256. Full text.
Wegerif R, Fujita T, Doney J, Perez Linares J, Richards A, van Rhyn C (2017). Developing and trialing a measure of group thinking. Learning and Instruction, 48, 40-50. Abstract.  Full text.

Publications by category


Books

Herbst P, Fujita T, Halverscheid H, Weiss M (2017). The Learning and Teaching of Geometry in Secondary Schools a Modeling Perspective., Routledge.

Journal articles

Miyazaki M, Nagata J, Chino K, Sasa H, Fujita T, Komatsu K, Shimizu S (2019). Curriculum development for explorative proving in lower secondary school geometry: Focusing on the levels of planning and constructing a proof. Frontiers in Education Full text.
Fujita T, Doney J, Wegerif R (2019). Students’ collaborative decision-making processes in defining and classifying quadrilaterals: a semiotic/dialogic approach. Educational Studies in Mathematics, 101(3), 341-356. Abstract.  Full text.
Komatsu K, Fujita T, Jones K, Sue N (2018). Explanatory unification by proofs in a mathematics classroom. For the Learning of Mathematics, 38, 31-37. Full text.
Fujita T, Jones DK, Miyazaki M (2018). Learners' use of domain-specific computer-based feedback to overcome logical circularity in deductive proving in geometry. ZDM, 50 Abstract.  Full text.
Norwich B, Fujita T, Adlam A, Milton F, Edwards-Jones A (2018). Lesson study: an inter-professional approach for Educational Psychologists to improve teaching and learning. Educational Psychology in Practice, 34, 370-385. Full text.
Fujita T (2018). “That Journal has a History”: Overview of the Technological Tools and Theories Studied in the International Journal for Technology in Mathematics Education. 2004-2018. International Journal for Technology in Mathematics Education, 25, 35-44. Full text.
Miyazaki M, Fujita T, Jones K, Iwanaga Y (2017). Designing a web-based learning support system for flow-chart proving in school geometry. Digital Experiences in Mathematics Education, 3(3), 233-256. Full text.
Wegerif R, Fujita T, Doney J, Perez Linares J, Richards A, van Rhyn C (2017). Developing and trialing a measure of group thinking. Learning and Instruction, 48, 40-50. Abstract.  Full text.
Koutsouris G, Norwich B, Fujita T, Ralph T, Adlam A, Milton F (2017). Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance. Technology, Pedagogy and Education, 26(5), 587-599. Abstract.  Full text.
Fujita T, Kondo Y, Kumamura H, Kunimune S (2017). Students’ geometric thinking with cube representations: Assessment framework and empirical evidence. Journal of Mathematical Behavior, 46, 96-111. Full text.
Norwich B, Koutsouris G, Fujita T, Ralph T, Adlam A, Milton F (2016). Exploring knowledge bridging and translation in Lesson Study using an inter-professional team. International Journal of Lesson and Learning Studies, 5, 180-195. Abstract.  Full text.
Kazak S, Fujita T, Wegerif R (2016). Students' informal inference about the binomial distribution of "Bunny hops": a dialogic perspective. Statistics Education Research Journal, 15(2), 46-61. Abstract.  Full text.
Miyazaki M, Fujita T, Jones K (2016). Students’ understanding of the structure of deductive proof. Educational Studies in Mathematics, 94(2), 223-239. Full text.
Kazak S, Wegerif R, Fujita T (2015). Combining scaffolding for content and scaffolding for dialogue to support conceptual break throughs in understanding probability. ZDM: the International Journal on Mathematics Education, 47(7), 1269-1283. Abstract.  Full text.
Miyazaki M, Fujita T, Jones K (2015). Flow-chart proofs with open problems as scaffolds for learning about geometrical proofs. ZDM: the International Journal on Mathematics Education, 47(7), 1211-1224. Abstract.  Full text.
Kazak S, Wegerif R, Fujita T (2015). The importance of dialogic processes to conceptual development in mathematics. Educational Studies in Mathematics, 90(2), 105-120. Abstract.
Fujita T, Jones K (2014). Reasoning-and-proving in geometry in school mathematics textbooks in Japan. International Journal of Educational Research, 64, 81-91. Full text.
Jones K, Fujita T (2013). Interpretations of National Curricula: the case of geometry in textbooks from England and Japan. ZDM: the International Journal on Mathematics Education, 45(5), 671-683. Abstract.
Kazak S, Wegerif R, Fujita T (2013). I’ve got it now!: Stimulating insight about probability through talk and technology. Mathematics Teaching(235), 29-32.
Fujita T (2012). Learners' level of understanding of the inclusion relations of quadrilaterals and prototype phenomenon. Journal of Mathematical Behavior, 31(1), 60-72. Abstract.
Fujita T (2012). Reimagining Japanese education: borders, transfers, circulations, and the comparative. JOURNAL OF EDUCATION FOR TEACHING, 38(1), 107-109. Author URL.
Fujita T, Jones K (2011). The Process of Re-designing the Geometry Curriculum: the case of the Math Assoc in England in Early XX Century. International Journal for the History of Mathematics Education, 6, 1-23.
Fujita T, Yamamoto S (2011). The development of children's understanding of mathematical patterns through mathematical activities. Research in Mathematics Education, 13(3), 249-267. Abstract.
Fujita T, Jones K (2007). Learners' understanding of the definitions and hierarchical classification of quadrilaterals: Towards a theoretical framing. Research in Mathematics Education, 9(1), 3-20.
Yamamoto S, Fujita T (2006). A brief history of the teaching of geometry in Japan. Paedagogica Historica: international journal of the history of education, 42(4&5), 541-545.
Fujita T, Jones K (2003). The place of experimental tasks in geometry teaching: Learning from the textbooks design of the early20th Century. Research in Mathematics Education, 5(1), 47-62.
Fujita T (2001). The order of theorems in the teaching of Euclidean geometry: Learning from developments in textbooks in the early 20th Century. ZDM: the International Journal on Mathematics Education, 33(6), 196-203.

Chapters

Miyazaki M, Fujita T, Jones K (2019). Web-Based Task Design Supporting Students’ Construction of Alternative Proofs. In Hanna G, Reid D, de Villiers M (Eds.) Proof Technology in Mathematics Research and Teaching, Spinger, 291-321.  Abstract.  Full text.
Miyazaki M, Fujita T (2015). Proving as an Explorative Activity in Mathematics Education. In Sriraman S (Ed) The First Sourcebook on Asian Research in Mathematics Education China, Korea, Singapore, Japan, Malaysia and India, Information Age Publishing.
Fujita T, Hyde R (2013). Approaches to learning mathematics. In Rosalyn H, Edwards J-A (Eds.) Mentoring in Mathematics Education, Routledge Kegan & Paul, 43-58.

Conferences

Fujita T, Jones K, Kunimune S (2010). STUDENTS' GEOMETRICAL CONSTRUCTIONS AND PROVING ACTIVITIES: a CASE OF COGNITIVE UNITY?.  Author URL.

Publications by year


2019

Miyazaki M, Nagata J, Chino K, Sasa H, Fujita T, Komatsu K, Shimizu S (2019). Curriculum development for explorative proving in lower secondary school geometry: Focusing on the levels of planning and constructing a proof. Frontiers in Education Full text.
Fujita T, Doney J, Wegerif R (2019). Students’ collaborative decision-making processes in defining and classifying quadrilaterals: a semiotic/dialogic approach. Educational Studies in Mathematics, 101(3), 341-356. Abstract.  Full text.
Miyazaki M, Fujita T, Jones K (2019). Web-Based Task Design Supporting Students’ Construction of Alternative Proofs. In Hanna G, Reid D, de Villiers M (Eds.) Proof Technology in Mathematics Research and Teaching, Spinger, 291-321.  Abstract.  Full text.

2018

Komatsu K, Fujita T, Jones K, Sue N (2018). Explanatory unification by proofs in a mathematics classroom. For the Learning of Mathematics, 38, 31-37. Full text.
Fujita T, Jones DK, Miyazaki M (2018). Learners' use of domain-specific computer-based feedback to overcome logical circularity in deductive proving in geometry. ZDM, 50 Abstract.  Full text.
Norwich B, Fujita T, Adlam A, Milton F, Edwards-Jones A (2018). Lesson study: an inter-professional approach for Educational Psychologists to improve teaching and learning. Educational Psychology in Practice, 34, 370-385. Full text.
Fujita T (2018). “That Journal has a History”: Overview of the Technological Tools and Theories Studied in the International Journal for Technology in Mathematics Education. 2004-2018. International Journal for Technology in Mathematics Education, 25, 35-44. Full text.

2017

Miyazaki M, Fujita T, Jones K, Iwanaga Y (2017). Designing a web-based learning support system for flow-chart proving in school geometry. Digital Experiences in Mathematics Education, 3(3), 233-256. Full text.
Wegerif R, Fujita T, Doney J, Perez Linares J, Richards A, van Rhyn C (2017). Developing and trialing a measure of group thinking. Learning and Instruction, 48, 40-50. Abstract.  Full text.
Koutsouris G, Norwich B, Fujita T, Ralph T, Adlam A, Milton F (2017). Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance. Technology, Pedagogy and Education, 26(5), 587-599. Abstract.  Full text.
Fujita T, Kondo Y, Kumamura H, Kunimune S (2017). Students’ geometric thinking with cube representations: Assessment framework and empirical evidence. Journal of Mathematical Behavior, 46, 96-111. Full text.
Herbst P, Fujita T, Halverscheid H, Weiss M (2017). The Learning and Teaching of Geometry in Secondary Schools a Modeling Perspective., Routledge.

2016

Norwich B, Koutsouris G, Fujita T, Ralph T, Adlam A, Milton F (2016). Exploring knowledge bridging and translation in Lesson Study using an inter-professional team. International Journal of Lesson and Learning Studies, 5, 180-195. Abstract.  Full text.
Kazak S, Fujita T, Wegerif R (2016). Students' informal inference about the binomial distribution of "Bunny hops": a dialogic perspective. Statistics Education Research Journal, 15(2), 46-61. Abstract.  Full text.
Miyazaki M, Fujita T, Jones K (2016). Students’ understanding of the structure of deductive proof. Educational Studies in Mathematics, 94(2), 223-239. Full text.

2015

Kazak S, Wegerif R, Fujita T (2015). Combining scaffolding for content and scaffolding for dialogue to support conceptual break throughs in understanding probability. ZDM: the International Journal on Mathematics Education, 47(7), 1269-1283. Abstract.  Full text.
Miyazaki M, Fujita T, Jones K (2015). Flow-chart proofs with open problems as scaffolds for learning about geometrical proofs. ZDM: the International Journal on Mathematics Education, 47(7), 1211-1224. Abstract.  Full text.
Miyazaki M, Fujita T (2015). Proving as an Explorative Activity in Mathematics Education. In Sriraman S (Ed) The First Sourcebook on Asian Research in Mathematics Education China, Korea, Singapore, Japan, Malaysia and India, Information Age Publishing.
Kazak S, Wegerif R, Fujita T (2015). The importance of dialogic processes to conceptual development in mathematics. Educational Studies in Mathematics, 90(2), 105-120. Abstract.

2014

Fujita T (2014). Paired Book Review: Robert Recorde: the life and times of a Tudor mathematician and Mathematical expeditions: exploring word problems across the ages. History of Education, 43(5), 713-716.
Fujita T, Jones K (2014). Reasoning-and-proving in geometry in school mathematics textbooks in Japan. International Journal of Educational Research, 64, 81-91. Full text.

2013

Fujita T, Hyde R (2013). Approaches to learning mathematics. In Rosalyn H, Edwards J-A (Eds.) Mentoring in Mathematics Education, Routledge Kegan & Paul, 43-58.
Jones K, Fujita T (2013). Interpretations of National Curricula: the case of geometry in textbooks from England and Japan. ZDM: the International Journal on Mathematics Education, 45(5), 671-683. Abstract.
Kazak S, Wegerif R, Fujita T (2013). I’ve got it now!: Stimulating insight about probability through talk and technology. Mathematics Teaching(235), 29-32.

2012

Fujita T (2012). Learners' level of understanding of the inclusion relations of quadrilaterals and prototype phenomenon. Journal of Mathematical Behavior, 31(1), 60-72. Abstract.
Fujita T (2012). Reimagining Japanese education: borders, transfers, circulations, and the comparative. JOURNAL OF EDUCATION FOR TEACHING, 38(1), 107-109. Author URL.

2011

Fujita T, Jones K (2011). The Process of Re-designing the Geometry Curriculum: the case of the Math Assoc in England in Early XX Century. International Journal for the History of Mathematics Education, 6, 1-23.
Fujita T, Yamamoto S (2011). The development of children's understanding of mathematical patterns through mathematical activities. Research in Mathematics Education, 13(3), 249-267. Abstract.

2010

Fujita T, Jones K, Kunimune S (2010). STUDENTS' GEOMETRICAL CONSTRUCTIONS AND PROVING ACTIVITIES: a CASE OF COGNITIVE UNITY?.  Author URL.

2007

Fujita T, Jones K (2007). Learners' understanding of the definitions and hierarchical classification of quadrilaterals: Towards a theoretical framing. Research in Mathematics Education, 9(1), 3-20.

2006

Yamamoto S, Fujita T (2006). A brief history of the teaching of geometry in Japan. Paedagogica Historica: international journal of the history of education, 42(4&5), 541-545.

2003

Fujita T, Jones K (2003). The place of experimental tasks in geometry teaching: Learning from the textbooks design of the early20th Century. Research in Mathematics Education, 5(1), 47-62.

2001

Fujita T (2001). The order of theorems in the teaching of Euclidean geometry: Learning from developments in textbooks in the early 20th Century. ZDM: the International Journal on Mathematics Education, 33(6), 196-203.

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Journal and book series Editorships and Editorial board membership

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International Journal for Technology in Mathematics Education
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