Takuya Baba

Last Updated :2025/02/03

Affiliations, Positions
Graduate School of Humanities and Social Sciences, Professor
E-mail
takubahiroshima-u.ac.jp
Self-introduction
Located in Japan, researching on mathematics education from the prespectives of developmental assistance to the developing countries and of international comparison. Area of specialization is lesson study, teacher professional growth, ethnomathematics and curriculum development

Basic Information

Major Professional Backgrounds

  • 2003/10/01, 2010/03/31, Hiroshima University, Graduate School for International Development and Cooperation, Associate Professor
  • 2001/07/01, 2003/09/30, Hiroshima University, Graduate School for International Development and Cooperation, Assistant Professor
  • 2004/09/01, 2005/03/31, University of Tsukuba, Visiting Researcher
  • 2004/04/01, 2005/03/31, Ministry of Education, Culture, Sports, Science and Technology Japan
  • 2004/04/01, 2004/09/30, Hiroshima Prefectural Women University, Part-Time Lecturer

Educational Backgrounds

  • Hiroshima University, Graduate School, Division of International Cooperation, Japan, 1998/04, 2001/06
  • Osaka University, Faculty of Science, Department of Mathematics, Japan, 1980/04, 1984/03

Academic Degrees

  • Ph.D., Hiroshima University
  • Master of Education, Hiroshima University

Educational Activity

  • [Bachelor Degree Program] School of Education : Language and Culture Education
  • [Master's Program] Graduate School of Humanities and Social Sciences : Division of Educational Sciences : International Education Development Program
  • [Doctoral Program] Graduate School of Humanities and Social Sciences : Division of Educational Sciences : International Education Development Program

Research Fields

  • Social sciences;Education;Education on school subjects and activities

Research Keywords

  • Research on values in Mathematics education
  • Endogenous development
  • Lesson study and teachers' professional community
  • Lesson analysis
  • Social and cultural aspect of mathematics education
  • Ethnomathematics
  • Verb-based Curriculum

Affiliated Academic Societies

  • Japan Soceity of Mathematics Education
  • Japan Academic Society of Mathematics Education
  • Japan Society of Science Education
  • Japan Curriculum Research and Development Association
  • The International Group for the Psychology of Mathematics Education
  • The Japan Soceity for International Development
  • Japan Association for African Studies
    Related URL
  • World Association of Lesson Study, 2014
    Related URL

Educational Activity

Course in Charge

  1. 2024, Liberal Arts Education Program1, 1Term, Introduction to International Cooperation
  2. 2024, Graduate Education (Master's Program) , 1Term, Academic approach to SDGs - A
  3. 2024, Graduate Education (Master's Program) , 2Term, Academic approach to SDGs - A[On-Demand]
  4. 2024, Graduate Education (Master's Program) , 4Term, Japanese Experience of Human Development-Culture, Education, and Health
  5. 2024, Graduate Education (Master's Program) , 4Term, Japanese Experience of Human Development-Culture, Education, and Health[On-Demand]
  6. 2024, Undergraduate Education, 2Term, Foundations of International Education Development I
  7. 2024, Undergraduate Education, 2Term, Foundations of International Education Development II
  8. 2024, Undergraduate Education, 4Term, Introduction for Comparative and International Education toward Global Peace
  9. 2024, Graduate Education (Master's Program) , 2Term, Special Lecture of Humanities and Social Sciences(English Class) Students enrolled before AY 2023
  10. 2024, Graduate Education (Master's Program) , 2Term, Special Lecture of Humanities and Social Sciences(English Class) Students enrolling in AY 2024 or later
  11. 2024, Graduate Education (Master's Program) , 2Term, Educational Sciences and Society(Japanese Class) Students enrolled before AY 2023
  12. 2024, Graduate Education (Master's Program) , 2Term, Educational Sciences and Society(Japanese Class)Students enrolling in AY 2024 or later
  13. 2024, Graduate Education (Master's Program) , 3Term, History of Japanese Educational Development
  14. 2024, Graduate Education (Master's Program) , 2Term, Mathematics Education Development
  15. 2024, Graduate Education (Master's Program) , 1Term, Fundamental Theory of Practice in International Cooperation in Education I
  16. 2024, Graduate Education (Master's Program) , 2Term, Fundamental Theory of Practice in International Cooperation in Education II
  17. 2024, Graduate Education (Master's Program) , 4Term, Theory and Practice of Curriculum and Instruction
  18. 2024, Graduate Education (Master's Program) , Academic Year, Special Study(April 2024 Master's Students)
  19. 2024, Graduate Education (Master's Program) , Academic Year, Special Study(October 2024 Master's Students)
  20. 2024, Graduate Education (Doctoral Program) , Academic Year, Special Study(April 2024 Doctoral Students)　

Research Activities

Academic Papers

  1. Japan International Cooperation Agency primary mathematics programmes in Africa, 2024
    Link to Paper Search Results by DOI
  2. Practitioner Knowledge Generation in Reflection: A Case Study on Teaching Multiplication Tables in Japan, Journal of Science and Mathematics Education in Southeast Asia, 46(1), 217-244, 20240206
    Repository URL
  3. Local competence and model eliciting activities, AIP Conference Proceedings, 2733(1), 030010-030010, 20230628
    Link to Paper Search Results by DOI
  4. An Assessment of the Challenges Affecting Students' Conceptual Understanding of Algorithmic Thinking: The Case of Senior 3 Students in a Rwandan School, the Rwandan Journal of Education (RJE), 6(2), 2023
  5. Students' Understanding of Addition and Subtraction of Decimal Numbers: A Case of selected school in Central Province of Zambia, Zambia Journal of Teacher Professional Growth (ZJTPG), 7(1), 98-122, 202106
  6. Analysis of the Gaps between Zambia's Intended and Implemented Primary Mathematics Curricula Focusing on the Introduction of Multiplication: Toward Evidence-Based Curriculum Development, Zambia Journal of Teacher Professional Growth (ZJTPG), 6(2), 36-50, 202012
  7. Analysing Students' Conceptions Underlying the Errors in Algebraic Expressions: A Case Study on Cambodian Ninth Grade Students, Journal of Science and Mathematics Education in Southeast Asia, 44, 22-40, 202112
  8. Development of Socio-critically Open-ended Problems for Critical Mathematical Literacy: A Japanese Case, Journal of Educational Research in Mathematics, 31(2), 357-378, 20210831
  9. The Perspective of Construction and Innovation of Didactics of Mathematics as a Scientific Discipline : The Case of Japan and its Didactical Issue(a joint work), Journal of International Development and Cooperation., 3(1), 103-114, 19970301
  10. The Present Significance of Media Literacy and its Development, The Bulletin of Japanese Curriculum Research and Development, 22(1), 43-53, 19990601
  11. Redefinition of Journal of International Development and Cooperation Literacy towards EFA Erra : Focusing on the Mathematics Education, Journal of Internatinal Development and Cooperation, 6(1), 197-209, 20000301
  12. International Cooperation for Kenya in Mathematics Education, 357, 60-62, 20001001
  13. The Development of Mathematics Education Based on Ethnomathematics(3) Analysis of Mathematical Activities in terms of Verbs, 5, 29-35, 19990401
  14. For the Reform of Mathematics Education in Kenyan Secondary Schools, Journal of International Development and Cooperation., 7(1), 67-75, 20010401
  15. The Intersection of Critical Mathematics Education and Ethnomathematics, Journal of Science Education in Japan, 25(3), 191-199, 2001
  16. The Development of Mathematics Education Based on Ethnomathematics(2): Analysis of Universal Activities in terms of Verbs, International Journal of Curriculum Development and Practice, 3(1), 65-75, 20010301
  17. The Development of Mathematics Education Based on Ethnomathematics(2): Analysis of Universal Activities in terms of Verbs, Proceedings of the 24th International Conference of Psychlogy of Mathematics Education, 2, 41-48, 20000701
  18. The Development of Mathematics Education Based on Ethnomathematics: the interaction of critical mathematics education and ethnomathematics, Proceedings of the 23rd International Conference of Psychlogy of Mathematics Education, 2, 49-56, 19990701
  19. Present Status and Issues of International Cooperation in Mathematics Education by Means of Abacuses in North-Eastern Thailand, 26(4), 29-38, 20040301
  20. Cultural Aspect of Mathematics Education in Japan from the Perspective of Mathematical Thinking, 12, 247-252, 20060601
  21. ★, Mathematics Education in Soceity and Era with Multi-values, 89(10), 20-27, 20070201
  22. Implication of Education Development fo Developing Countries from International Comparative Survey: a Case of Ghana National TIMSS Report, 11(1), 129-140, 20080101
  23. ★, Possibilities of Lesson Study Approach in International Cooperation: a Case of Zambia, 12(1), 107-118, 20090301
  24. Graduate School of International Cooperation and Development, IDEC-JICA Special Program, 20100801
  25. Analysis of Mathematics Curriculum in Zambia, 1, 41-51, 20100401
  26. Mathematics Education in Zambia, 70-73, 20110701
  27. In-service Training at the Attached School: Aiming at Improvement of Mathematics Teachers' Competence in Junior High Schools, 23-28, 20120301
  28. Analysis of Primary Mathematics in Bangladesh from Pupils' and Teachers' Perspectives - Focusing on Fraction, International Journal of Curriculum Development and Practice, 9(1), 37-53, 20071001
  29. ★, Values in Japanese Mathematics Education: A historical development, ZDM Mathematics Education, 44, 21-32, 20120301
  30. Values in Japanese Mathematics Education from the perspective of Open-Ended Approach, Teaching Innovations, 27(3), 69-82, 2015
  31. Consideration of Experimental Lesson by the Core Technical Team and Issues of Mathematics Education in Zambia, Zambia Journal of Teacher Professional Growth, 1(2), 13-33, 2013
  32. A Critical Look at Mathematics Science Textbooks in Zambia: Sequencing and Arrangements of Items in Grade 8 – Part 1, Zambia Journal of Teacher Professional Growth, 1(1), 149-165, 2013
  33. Reconstruction of the Notion “Learner-Centered” for Mathematics Education in Zambia Junior Secondary Schools, Zambia Journal of Teacher Professional Growth, 1(1), 16-28, 2013
  34. Professional Competence and Professional Community in Mathematics Education, Journal of Science and Mathematics Education in Southeast Asia, 36(2), 105-120
  35. The impact of In-service Teacher Training Through an Outreach Program on the Content Knowledge of Basic School mathematics Teachers in Ghana11, 11, 241-257
  36. Transformation of the mathematics Subject Matter Knowledge into Classroom Teaching by Mongolian teachers, 15, 107-122, 2008
  37. Teachers Institution and Participation in a Lesson Study Project in Zambia: Implication and Possibilities, Africa-Asia University Dialogue for Educational Development Report of the International Experience Sharing Seminar(2) -Actual Status and Issues of Teacher Professional Development, 85-102, 2011
  38. School-based Research in Educational Development - Perspectives and Issues of Mathematics Education Research, Journal of Research and Practice of International Cooperation in Science, Mathematics and Technology Education, 1, 13-24, 2009
  39. Mathematics education and mathematical literacy in context of Africa, Research on Education in Africa, 7, 11-26, 2017
  40. Transformation of Students' Values In the Process of Solving Socially Open-Ended Problems (2): Focusing on Long-Term Transformation, Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, 4, 187-194, 2016
  41. Integration of Character Valuesin Teaching-Learning Process of Mathematics at Elementary School of Japan, INTERNATIONAL JOURNAL OF INSTRUCTION, 12(3), 781-794, 201907
    Link to Paper Search Results by DOI
  42. Analysis of the intended mathematics curriculum revision process in Mozambique from the perspective of relevance, JOURNAL OF CURRICULUM STUDIES, 53(5), 642-658, 20210903
    Link to Paper Search Results by DOI

Publications such as books

  1. 2024/02/23, Categories and Their Relationships Among Socially Open-Ended Problems, Values play a significant role in selecting careers and solving problems in daily life. However, when considering problem-solving in mathematics education, values are not typically addressed but are regarded as noise (Iida et al., Res J Kyushu Math Educ 1:32–43, 1994). In this context, Baba (J Jpn Soc Math Educ 89:20–27, 2007; J JASME Res Math Educ 15:51–57, 2009) proposed appreciating values in mathematical problem-solving and developed the concept of socially open-ended problems by extending the renowned open-ended approach (Shimada, in Open-ended approach in mathematics. Toyokan Shuppan, Tokyo, original version 1977, new version 1995). Subsequently, Shimada (Arithmetic and mathematics education and diverse values: approaches through socially open-ended problems. Toyokan Shuppan, Tokyo, 2017) developed examples of socially open-ended problems and experimental lessons utilising them. In addition, he discovered that these problems can be inductively and experientially grouped into four categories: Sharing, Selecting, Rule-making, and Planning/Designing. For example, in Hitting the target (Shimada, in Arithmetic and mathematics education and diverse values: approaches through socially open-ended problems. Toyokan Shuppan, Tokyo, 2017; Shimada and Baba, in Proceedings of the 40th conference of the international group for the psychology of mathematics education. PME, 2016.), students develop a rule for when a ball hits the border between two areas; hence, this is classified as a Rule-making category. This study considered these categories systematically, including the manner of their interrelation, to further develop the theory and practice of socially open-ended problems. A document analysis was employed in two stages. The first reflected the characteristics and relationships among previously formed categories, whereas the second collected problems from major studies of mathematical modelling and analysed them in terms of these categories. Consequently, this research (1) identified the characteristics of inductively and experientially developed categories (Shimada, in Arithmetic and mathematics education and diverse values: approaches through socially open-ended problems. Toyokan Shuppan, Tokyo, 2017; Shimada and Baba, in Open-ended approach in mathematics lesson to enrich diversified values and mathematical viewing and thinking. Meijitosho Shuppan, 2022) in relation to six universal activities (Bishop, Mathematical enculturation: a cultural perspective on mathematics education. Kluwer Academic Publishers, 1988) and discovered that (2) some categories belong to the meta-level, whereas others belong to the object level; (3) tasks in normative and socio-critical mathematical modelling have the potential to be socially open-ended problems; and (4) these tasks can be grouped into four categories of socially open-ended problems., Springer, Singapore, 202302, Scholarly Book, Joint work, English, Baba, T., Shimada, I., Hattori, Y., Fukuda, H., 978-981-99-9453-3
  2. 2017, J. W. Son, T. Watanabe & J. J. Lo (Eds.), What matters?: Research trends in international comparative studies in mathematics education DOI 10.1007/978-3-319-51187-0_18., The WIFI study: Students’ valuing of mathematics learning in Hong Kong and Japan., values in mathematics education, international comparative studies, Cham, Switzerland: Springer., 2017, 2017, Scholarly Book, Joint work, Seah, W. T., Baba, T., & Zhang, Q. P.
  3. 2017/20/17, Marisa Quaresma, Carl Winsløw, Stéphane Clivaz, João Pedro da Ponte, Aoibhinn Ní Shúilleabháin, Akihiko Takahashi (eds) Mathematics Lesson Study around the World, Lesson study efforts in Japan are analyzed in terms of hisorical, community, institution and international cooperation perspectives., Mathematics Education Lesson Study in Japan from Historical, Community, Institutional and Development Assistance Perspectives., Lesson study, History, Insitution, community, Springer, 2017, 2017, Scholarly Book, Joint work, 英語, Takuya Baba, Atsumi Ueda, Hiroyuki Ninomiya, Keiko Hino
  4. 2018, B. Rott, G. Törner, J. Peters-Dasdemir, A. Möller, & Safrudiannur (Eds.), Views and beliefs in mathematics education: The role of beliefs in the classroom, Value-focused thinking in the mathematics classroom: Engaging students in decision-making through socially open-ended problem solving, Springer International Publishing, 2018, Scholarly Book, Joint work, 英語, González, O., Baba, T., & Shimada, I., pp. 55–68
  5. 2019, Clarkson P., Seah W., Pang J. (eds) Values and Valuing in Mathematics Education. ICME-13 Monographs., Socially Open-Ended Problems for Enriching Student Learning with Mathematical Models and Social Values, Values, open ended approach, Springer, Cham., 2019, Scholarly Book, Joint work, Values and Valuing in Mathematics Education, pp 171-183

Invited Lecture, Oral Presentation, Poster Presentation

  1. Shift from traditional approach to lesson study approach in teacher training in the context of international cooperation, Takuya Baba, II SILSEM, 2023/05/18, With Invitation, English
  2. Local expert and local professional knowledge for a process of social and institutional transition in mathematics education, Takuya Baba, ICDME-Tsukuba Conference Subtheme Transitions across the various levels of the mathematics curriculum, 2023/04/15, With Invitation, English, ICDME, Tsukuba University
  3. Shift from traditional approach to lesson study approach in teacher training in the context of international cooperation, Takuya Baba, II SILSEM (online), 2023/05/18, With Invitation, English, II SILSEM (online), Sao Paulo, Brazil
  4. Local expert and local professional knowledge for a process of social and institutional transition in mathematics education, Takuya Baba, ICDME-Tsukuba Conference 2023, 2023/04/15, With Invitation, English, ICDME, Tsukuba University
  5. Role and Possibility of Research in Mathematics Education and International Cooperation, Takuya Baba, International talk show, 2022/12/16, With Invitation, English, Naruto University of Education, Naruto
  6. Problem-solving Course on Differentiated Instruction in Mathematics Education for Senior High School Mathematics Teachers, Takuya Baba, SEAMEO Regional Centre for QITEP in Mathematics., 2022/06/17, With Invitation, English, QITEP, Yogyakarta, Indonesia
  7. Mathematics education in Japan and Problem solving, Takuya Baba, SEAMEO-QITEP math camp, 2022/03/15, With Invitation, English, SEAMEO-QITEP, Yogyakarta, Indonesia
  8. Evidence-based And Endogenous Curriculum Development, Takuya Baba, International Cooperation Development in Mathematics Education Discussion Group, 2022/02/12, With Invitation, English, CRICED, University of Tsukuba, CRICED, University of Tsukuba
  9. Local competence and model eliciting activities, Takuya Baba, AHMAD DAHLAN INTERNATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION, 2021/12/03, With Invitation, English, AHMAD DAHLAN University, Yogyakarta, Indonesia
  10. Sustainable Development from Social Perspective: a Case of Shobara City, Hiroshima Prefecture, Takuya Baba, APCCSID2021, 2021/09/02, With Invitation, English, ASIA PACIFIC RESEARCH ASSOCIATION ON CURRICULUM STUDIES INC., Malaysia
  11. Openness Of Problem Solving In The 21st Century: Mathematical Or Social?, 14th ICME Shanghai, 2021/07/16, With Invitation, English, International Congrss of Mathematics Education, Shanghai, China
  12. Exploring the Potentialities of International Online Training: A Case of JICA Training Mathematics Curriculum Development at Primary Level, Nanae Yasukawa, Yoshitaka Abe, Ayumi Oka, Satoshi Kusaka, Takuya Baba, Online 4th Asia Pacific Conference on Curriculum Studies and Instructional Designing, 2021/02/26, Without Invitation, English, ASIA PACIFIC RESEARCH ASSOCIATION ON CURRICULUM STUDIES INC., online
  13. Difficulties and Possibility of On-line Training: a Case of JICA Training on Mathematics Curriculum, Takuya Baba (Plenary), Asia Pacific Conference on Curriculum Studies and Instructional Designing, 2021/02/25, With Invitation, English, SIA PACIFIC RESEARCH ASSOCIATION ON CURRICULUM STUDIES INC., Online
  14. Trans-scientific problems and solving them glocally (globally + locally), Takuya Baba (Plenary), Issues and Solutions in Education 2021 7th conference, 2021/02/15, With Invitation, English, National University of Mongolia, Ulaanbaatar, Mongolia.
  15. Special session "Think about future education research in 21st century Africa society", Takuya Baba(Organizer), Takuya Baba(Organizer), Japan Society for Africa Educational Research, 2019/10/11, Without Invitation, Japanese, Miyazaki
  16. Verb-based Curriculum for Mathematics Education, Takuya Baba, SEAMEO RECSAM-University of Tsukuba Joint Seminar: Searching for Quality Mathematics Curriculum Framework on the Era of Globalization, 2016/02/15, With Invitation, English, SEAMEO RECSAM-University of Tsukuba, Tokyo, Tsukuba Myogatani-campus
  17. Analysis of the Lesson Study at Bangladesh Primary Teacher Training Institutes from Participants’ Mathematical Knowledge for Teaching, Perspectives, and Discussion, Takuya Baba, Asami Shimoda, Mazuharul Khan, WALS (World Assosiation on Lesson Study) annual conference, 2015/11, Without Invitation, English, World Association of Lesson Study, Khong Kaen University
    Related URL
  18. “Critical factors in Lesson Study for Improving lesson quality in Zambia”., Viston Machiko & Takuya Baba, WALS (World Association on Lesson Study) annual conference, 2015/11, Without Invitation, English, World Association on Lesson Study, Khong Kaen University.
  19. JICA Panel session “How to Improve the Quality of Lesson Study - Focusing on Lesson Preparations and Post-lesson Discussion-, Indonesia, Mongolia, Zambia", Takuya Baba, World Association on Lesson Study, 2015/11, Without Invitation, English, World Association on Lesson Study, Khong Kaen University
  20. 「Professional competence and professional community in mathematics education：Does competence belong to an individual or a community?」, Takuya Baba, SEAMEO RECSAM-University of Tsukuba Joint Seminar, 2015/02/16, With Invitation, English, SEAMEO-RECSAM、University of Tsukuba, Myogatani, University of Tsukuba
  21. Effectiveness of lesson study to improve the quality of teaching in Bangladesh The analysis focuses on changes of the lesson, Daiki Ujishi, Ferdous Ara Pervin, Takuya Baba, World Association of Lesson Study Annual Conference, 2014/11, Without Invitation, English, World Associatyion of Lesson Study, Indonesia University of Education
  22. Endogenous Development of Professional Group through Lesson Study: Experience in Zambia on the Formation of Kyozai-Kenkyu Team, Takuya Baba、Kazuyoshi Nakai, World Association of Lesson Study (WALS) Annual Conference, Without Invitation, English, World Association of Lesson Study (WALS), Indonesia University of Education
  23. 「Endogenous Development of Mathematics Education through a Lesson Study Project in Zambia」, Takuya Baba, WALS Expert Meeting「Lesson Study around the Globe: The Role of International Organizations」, 2014/11, With Invitation, English, World Association of Lesson Study (WALS), Indonesia University of Education
  24. 「A new dimension of problem solving in mathematics: combination of values and mathematical models」, Takuya Baba, International Conference on Science and Mathematics Education 2014, 2014/10/28, With Invitation, English, International Conference on Science and Mathematics Education 2014, University of the Philippines
    Related URL
  25. “Transformation of Students’ Values in the Process of Solving the Socially Open-ended Problem”, Isao Shimada, Takuya Baba, the 38th Conference of the International Group for the Psychology of Mathematics Education, 2014/07/19, Without Invitation, English, the International Group for the Psychology of Mathematics Education, Vancouver, Canada
  26. Professional Competence and Professional Community, Takuya Baba, RECSAM SEARS MT seminar, 2013/03/08, With Invitation, English, RECSAM (Southeast Asian Ministers of Education Organisation Regional Centre for Education in Science and Mathematics), RECSAM (Southeast Asian Ministers of Education Organisation Regional Centre for Education in Science and Mathematics), Penang, Malaysia
  27. 「Dynamism and Conflict of Institution and Autonomy in Teacher Professional Development: The Case of Secondary Science and Mathematics Teachers Programme (SESEMAT) in Uganda」, Ishihara Shinichi, Baba Takuya, Sounthern African Association for Research in Mathematics, Science, Technology Education (SAARMSTE） Annual conference, 2013/01, Without Invitation, English, Sounthern African Association for Research in Mathematics, Science, Technology Education (SAARMSTE）, University of the Western Cape, Cape Town, South Africa
  28. Teacher Education: Labyrinth or common sense?, Takuya Baba, International Conference in Mathematics and Science Education, 2016/11/21, With Invitation, English, Indonesia University of Education, Bandung
  29. The history of mathematics education projects and dissemination of lesson study in developing countries, International Cooperation Projects on Science and Mathematics Education for Developing Country from Eastern Asia: Issue and Trends in Japan and Korea, East Asia Science Education 2016, 2016/08/26, Without Invitation, English, Scoeity of East Asia Science Education, Tokyo University of Science
  30. Exploration of a good lesson in Indonesia, Takuya Baba, Lesson study in Bandung, Indonesia, 2016/08/02, With Invitation, English, Indonesia University of Education, Indonesia University of Education
  31. Mathematics education LS in Japan from historical, institutional and community perspectives Theoretical, methodological and epistemological issues, Takuya Baba, International Conference of Mathematics Education, LESSON/LEARNING STUDIES (LS) AND MATH EDUCATION, 2016/07/28, Without Invitation, English, International Conference of Mathematics Education, University of Hamburg
  32. Mathematics Education and Mathematical Literacy in African Context, Takuya Baba, 2016/04/22, With Invitation, English
  33. “Japan’s Education…Right?”, Takuya Baba, The 11th National Conference of Japanese Studies Association of Thailand, 2017/11/23, With Invitation, English, Japanese Studies Association of Thailand, Khon Kaen University, Recent development and issues of education in Japan has been discussed in relation with Thailand.
  34. How Lesson Study Works in Africa and Asia? – Cases of Indonesia and Zambia, Takuya Baba, World Associations of Lesson Studies (WALS) International Conference 2017, 2017/11/24, Without Invitation, English, World Associations of Lesson Studies (WALS), Nagoya University, Lesson　study　efforts　in　Zambia　and　Indonesia　have　been　presented　as　model　cases.　They　are　critically examined.
  35. Development of Third Wave project and Related researches in Japan, Takuya Baba, Third wave project conference, 2017/12/06, With Invitation, English, Zhang, Chinese University Hong Kong
  36. Difficulties and opportunities between local and global in curriculum and teacher education, Takuya Baba, [Re]Thinking Curriculum Design For 21st Century, Asia Pacific Conference On Curriculum Studies and Instructional Designing 2019, 2019/07/26, With Invitation, English, Asia Pacific Conference On Curriculum Studies and Instructional Designing, Bandar Seri Begawan, Brunei Darussalam
  37. Lesson study approach for teachers’ professional growth in mathematics education and consideration of three examples, Takuya Baba, Promoting Challenge-Driven Research in Mathematical Sciences and Building Collaborative Research Networks The 5th Strathmore International Mathematics Conference (SIMC 2019), 2019/08/13, With Invitation, English, Strathmore University, Nairobi, Kenya., Strathmore University, Nairobi, Kenya.
  38. 21st Century Curriculum and Learning-Teaching, Takuya Baba, seminar by Mongolian Institute for Educational Research and Institute for Teacher’s Professional Development., 2019/09/23, With Invitation, English, Mongolian Institute for Educational Research, Institute for Teacher’s Professional Development., Mongolian Institute for Educational Research, Institute for Teacher’s Professional Development, Ulanbartar.

External Funds

Acceptance Results of Competitive Funds

  1. 2024, 2026
  2. KAKENHI(Fund for the Promotion of Joint International Research (Fostering Joint International Research (B))), 2021, 2025
  3. KAKENHI(Grant-in-Aid for Challenging Research (Exploratory)), 2021, 2023
  4. KAKENHI, 2012, 2016
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  5. KAKENHI, 2012, 2014
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  6. KAKENHI, 2011, 2015
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  7. KAKENHI, Issues of Mathematics Education in Terms of Literacy, 2011, 2013
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  8. KAKENHI, A Study on the Scientific Application Skills of Science and Mathematics Education in Developing countires, 2011, 2013
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  9. KAKENHI, Comparative Study on the Variou Roles of School Education in the Transfomring Cmmunities of Southern and Eastern African Countries, 2010, 2013
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  10. KAKENHI, A Comparative Study on Teacher Education for "Math for Excellence", 2010, 2012
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  11. KAKENHI, Developmental Studies of Mathematical and Scientific Literacy in the Developing Countries - Focusing on Social Context, 2008, 2010
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  12. KAKENHI, Studies on Curriculum Development for Science and Mathematics Teacher Training in Developing Countries and Evaluation of the Curriculum, 2008, 2010
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  13. KAKENHI, 2006, 2007
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  14. KAKENHI, Developmental Research for Construction of Mathematical Literacy in Life Long Learning Society, 2006, 2009
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  15. KAKENHI, 2005, 2005
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  16. KAKENHI, 2005, 2006
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  17. KAKENHI, 2005, 2006
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  18. KAKENHI, 2005, 2008
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  19. KAKENHI, International Comparative Studies on Influence of Teachers' Views about Education on Mathematics Lessons at Primary Schools in Southeast and South Asia, 2004, 2006
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  20. KAKENHI, Empirical Study on the Evaluation Method for International Cooperation in Mathematics Education in Developing Countries-Focusing on Pupils' Learning Achievement-, 2004, 2006
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  21. KAKENHI, Development of Teaching and Learning Material based on Ethnomathematics aiming at Expansion of Children's Mathematical Views in Junior Secondary, 2004, 2005
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  22. KAKENHI, Semiotic and cognitive research on social interaction in the process of mathematical generalization, 2004, 2006
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  23. KAKENHI, 2003, 2004
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  24. KAKENHI, Semiotic Analysis of Generalization from the Viewpoint of Metacognition : Research on Generalization Process of Division with Fractions and Division with Decimals, 2002, 2004
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  25. KAKENHI, 2002, 2002
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  26. KAKENHI, 2016, 2017
  27. KAKENHI, 2015, 2016

Social Activities

Organizing Academic Conferences, etc.

  1. The Japan Society for International Development, 2016/11, 2016/11
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  2. Japan Academic Society of Mathematics Education　, 2017/01, 2017/01
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  3. International Seminar in Mathematics Education, 2014/12, 2014/12