MASAKAZU OKAZAKI

Last Updated :2025/06/11

Affiliations, Positions
Hiroshima University, Professor
E-mail
masakazu-okahiroshima-u.ac.jp

Basic Information

Major Professional Backgrounds

  • 2025/04, 9999, Hiroshima University, Graduate School of Humanities and Social Sciences, Professor
  • 2021/04, 2025/03, Okayama University, Faculty of Education, Professor
  • 2015/04, 2021/03, Professor, Graduate School of Education, Okayama University, Graduate School of Education, Okayama University, Professor
  • 2008/04, 2015/03, Associate Professor, Graduate School of Education, Okayama University, Department of Mathematics Education, Associate Professor
  • 2007/04, 2008/03, Joetsu University of Education, Graduate School of Education
  • 2006/04, 2007/03, Joetsu University of Education, College of Education, Joetsu University of Education, Associate Professor
  • 1998/04, 2006/03, Joetsu University of Education, College of Education, Research Associate
  • 2005/01, 2005/07, Vanderbilt University, Peabody College, Visiting Researcher
  • 1997/04, 1998/03, Junior high school teacher, Kurose Junior High School

Educational Backgrounds

  • Hiroshima University, Graduate School of Education, 1994/04, 1997/03
  • Hiroshima University, Graduate School of Education, 1992/04, 1994/03
  • Hiroshima University, School of Education, 1988/04, 1992/03

Academic Degrees

  • Doctor of Philosophy in Education, Hiroshima University
  • Master of Educaiton, Hiroshima University

In Charge of Primary Major Programs

  • Secondary School Mathematics Education

Research Fields

  • Social sciences;Education;Education on school subjects and activities
  • Complex systems;Science education / Educational technology;Science education

Research Keywords

  • Mathematics Education

Affiliated Academic Societies

  • Japan Society for Science Education, 2011/02, 9999
  • Okayama University Society of Mathematics Education, 2008/06, 9999
  • Japan Curriculum Research and Development Association, 2000/04, 9999
  • Japan Society of Mathematical Education, 1995/05, 9999
  • International Group for the Psychology of Mathematics Education, 1993/07, 9999
  • PME in Japan, 1993/07, 9999
  • Japan Academic Society of Mathematics Education, 1992/04, 9999
  • Society of Japan Science Teaching, 2020/11, 2024/06

Educational Activity

Course in Charge

  1. 2025, Liberal Arts Education Program1, 1Term, Introductory Seminar for First-Year Students
  2. 2025, Undergraduate Education, 3Term, Introduction to Mathematics Education II
  3. 2025, Undergraduate Education, 4Term, Methodology of Mathematics Education
  4. 2025, Undergraduate Education, 4Term, Research on Mathematics Education
  5. 2025, Undergraduate Education, First Semester, Practical Research in Mathematics Education
  6. 2025, Undergraduate Education, Second Semester, Practical Seminar for the Teaching Profession
  7. 2025, Graduate Education (Master's Program) , First Semester, Special Study in Mathematics Education B
  8. 2025, Graduate Education (Master's Program) , Second Semester, Special Study in Mathematics Education B
  9. 2025, Graduate Education (Master's Program) , 1Term, Basic Study in Curriculum Design c
  10. 2025, Graduate Education (Doctoral Program) , First Semester, Special Study
  11. 2025, Graduate Education (Doctoral Program) , Second Semester, Special Study

Research Activities

Academic Papers

  1. A Study of Teacher Intervention Using Reflection in an Arithmetic Classroom: From the Perspective of the Theory of Didactical Situations, 48(4), 2025
  2. Prospective teachers’ understanding of the indirect proof of the converse of the inscribed angle theorem, Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education, 3, 265-272, 202407
  3. A study for the reconstruction of mathematical literacy in school mathematics: From the perspective of functional literacy and critical literacy, Journal of Japan Academic Society of Mathematics Education, 29(2), 1-14, 202404
  4. The reciprocal understanding of theorems and proofs through generating of and reflecting on the language for proving: Focusing on proofs with dividing in some cases, Journal of JASME: Research in Mathematics Education, 27(1), 33-46, 202112
  5. Implementing a Science Class Promoting Cross-Curriculum Learning with Mathematics: Focusing on Density, Including Function Concepts, Journal of Research in Science Education, 62(2), 559-576, 20211130
  6. Enhancing the level of geometric thinking through learning the inscribed angle theorem, Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 3, 420-430, 202107
  7. Learning about amount of substance (mol) to understand quantitative relations in chemical change: Adopting a ratio perspective to improve lessons, 40(2), 615-629, 202103
  8. Research on the mutual construction process of operational and formal proofs of algebraic expression in 8th Grade, Journal of JASME: Research in Mathematics Education, 26(2), 83-93, 202103
  9. Exploring sixth graders' logical development for spatial figures, Journal of JASME: Rearch in Mathematics Education, 25(2), 37-53, 20191213
  10. Constituting the theoretical framework for examining proof for understanding: focusing on the pragmatic view of proof, 439-442, 20191117
  11. ★, Characterizing the quality of mathematics lessons in Japan from the narrative structure of the classroom: Mathematics lessons incorporating students' questions as a main axis as a leading case, Hiroshima Journal of Mathematics Education, 12, 49-70, 201902
  12. Revealing the assumptions through generating and reflecting on the language of proof, 503-506, 20181117
  13. The impact of epistemology on mathematics education practice, instruction, and research methodology, 44, 21-30, 201810
  14. Research on children's construction of division concepts and improving its teaching based on the multi-world paradigm, 237-249, 20180321
  15. The underlying principles for constructing mathematics lessons possessed by experienced teachers: Interviews by using the document of a mathematics lesson made in early Showa period, Journal of JASME, Rearch in Mathematics Education, 23(2), 15-29, 2017
  16. Research on the roles of gesture in the process of constructing geometric proofs, Journal of JASME, Rearch in Mathematics Education, 23(2), 141-149, 2017
  17. The analysis on results of the survey of "Partitive Division and the Extension of lts Meaning'', Journal of JASME, Rearch in Mathematics Education, 23(1), 1-20, 2017
  18. Theoretical perspective for examining qualities of a mathematics lesson in terms of students' narrative thinking, Journal of Japan Society of Mathematical Education, Research Journal of Mathematical Education, 98(臨時増刊), 49-56, 2016
  19. Analysis of mathematical thinking through interactions with a diagram in mathematics education: The meaning of a diagram obtained from the networking between semiotics and embodiment, Journal of JASME, Research in Mathematics Education, 22(2), 163-174, 2016
  20. Theoretical perspective for examining qualities of a mathematics lesson in terms of the philosophy of narrative, Journal of Japan Society of Mathematical Education, Research Journal of Mathematical Education, 97(臨時増刊), 49-56, 201511
  21. Research on development of the prescriptive model for designing social interactions in elementary school mathematics classroom, Proceedings of the 7th East Asia Regional Conference on Mathematics Education, 1, 607-615, 2015
  22. A hermeneutic study on defining the emergence in mathematics education: For activating school mathematics classroom leading to the emergence, The Bulletin of Japanese Curriculum Research and Development, 38(2), 47-56, 2015
  23. Examining the coherence of mathematics lessons in terms of the genesis and development of students' learning goals, Proceedings of the 7th East Asia Regional Conference on Mathematics Education, 1, 401-408, 2015
  24. Study on the development of autonomy by making use RPDCA cycle in arithmetic learning -With a focus on aspects of the stage of looking back-, Journal of Japan Society of Mathematical Education, Research Journal of Mathematical Education, 96, 25-32, 2014
  25. Research on Development of the Prescriptive Model for Designing Social Interactions in an Elementary Mathematics Class Based on the Multi-world Paradigm (Ⅲ): Verification of Its Effectiveness through Teaching and Learning of 'Fractions' in Fourth Grade, Journal of JASME : research in mathematics education, 20(2), 93-112, 2014
  26. Research on the learning process of function from the semiotic perspective: a focus on the meaning and the roles of gesture, Journal of JASME, Research in Mathematics Education, 20(2), 197-207, 2014
  27. Study on the development of autonomy centered on goal setting through learning elementary mathematics based on the RPDCA cycle, Journal of JASME, Research in Mathematics Education, 20(2), 21-29, 2014
  28. Examining the coherence of mathematics lessons from a narrative plot perspective, Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, 4, 351-364, 2014
  29. Research on development of the prescriptive model for designing social interactions in an elementary mathematics class based on the multi-world paradigm (II): Verification of its effectiveness through teaching and learning of 'number of outcomes', 105-114, 2014
  30. Research on the understanding process through transforming the representations in the learning of function: Based on a semiotic approach and a theory of conceptual blending, 95, 81-88, 2013
  31. Teaching and Learning connecting between students and mathematics from the cultural perspectives, Journal of JASME: Research in Mathematics Education, 19(2), 89-99, 2013
  32. Research on students' development of functional concepts during the transitional period from elementary to secondary school mathematics, Journal of JASME: Research in Mathematics Education, 19(2), 175-183, 2013
  33. Identifying situations for fifth graders to construct definitions as conditions for determining geometric figures, Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, 3, 409-416, 2013
  34. Development from empirical to deductive reasoning in the learning of inclusion relations between geometric figures, Proceedings of the 6h East Asia Regional Conference on Mathematics Education, 3, 30-40, 2013
  35. Revealing the structures of geometric dynamic views in terms of figurative recognitions, The Bulletin of Japanese Curriculum Research and Development, 35(2), 53-62, 2012
  36. Influences of the epistemologies in mathematics education on practices, teaching and learning, and research methodologies, Journal of JASME: Research in Mathematics Education, 18(2), 1-12, 2012
  37. Exploring the nature of the transition to geometric proof through design experiments from the holistic perspective, ICME 12 Pre-Proceedings, 2012
  38. FIFTH GRADERS' ARGUMENTS FOSTERED IN THE LEARNING OF INCLUSION RELATIONS BETWEEN GEOMETRIC FIGURES, PROCEEDINGS OF THE 35TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 3: DEVELOPING MATHEMATICAL THINKING, 3, 281-288, 2011
  39. What are dynamic views in geometry? A design experiment in a sixth grade classroom, Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education, 4, 1-+, 201007
  40. Qualitative study of teacher's teaching act for promoting the learning of proof, 1, 289-294, 2010
  41. Substantiating the dynamic views in learning geometry: From the viewpoints of image schemata, Journal of JASME, 16(2), 1-10, 2010
  42. Development of reasoning ability towards proof using seventh grade Plane Geometry, Proceedings of the 5th East Asia Regional Conference on Mathematics Education, 2, 188-195, 2010
  43. Process and means of reinterpreting tacit properties in understanding the inclusion relations between quadrilaterals, Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, 4, 249-256, 200907
  44. The recognition of geometric figures cultivated through geometric transformations: The design experiment aimed at the transition towards proof, Journal of Japan Society of Mathematical Education: Mathematics Education, 91(7), 2-11, 2009
  45. The transition process towards logical proofs through synthesizing geometric transformations and geometric constructions: A design experiment of 7th grade unit "Plane Geometry", Journal of JASME : Research in Mathematics Education, 15(2), 67-79, 2009
  46. Initial aspects of logical justification in learning geometric figures: Design experiment of 7th grade unit "Plane Geometry" towards the transition to geometric proof (1), Journal of JASME : Research in Mathematics Education, 14, 41-50, 2008
  47. Learning of division with decimals towards understanding functional graph, Proceedings of the Joint Meeting of the 32nd PME and 30th PME-NA Conference, 4, 65-72, 2008
  48. Semiotic chaining in a substantial learning environment aimed at the transition from arithmetic to algebra, International Journal of Curriculum Development and Practice, 10(1), 13-24, 2008
  49. Prototype phenomena and common cognitive paths in the understanding of the inclusition relations between quadrilaterals in Japan and Scotland, Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, 4, 41-48, 200707
  50. The place and the tasks of a design experiment methodology in mathematics education -From a viewpoint of a balance between scientific status and practical usefulness-, Journal of JASME: Research in Mathematics Education, 13, 1-13, 2007
  51. Characteristics of 5th graders' logical development through learning division with decimals, Educational Studies in Mathematics, 60(2), 217-251, 200510
  52. A Study on Semiotic Chaining in Mathematics Education : Through the Analysis of Wittmann's "Teaching Unit", Bulletin of the Faculty of Education, Ehime University, 52(1), 139-152, 2005
  53. Study in the structure of the teaching unit of addition and subtraction with positive and negative numbers from the holistic perspective: From the viewpoints of the theory of didactical situations and the algebraic cycle of thinking, Journal of JASME: Research in Mathematics Education, 9, 1-13, 2003
  54. Geometric construction as an educational material mediating between elementary and secondary school mathematics: Theory and practice to promote transformation from empirical to logical recognition, Japan Society of Mathematical Education: Research in Mathematical Education, 80, 3-27, 2003
  55. A study on the developmental process from empirical to theoretical conception: Focusing on the process of geometric construction and its justification, The Bulletin of Japanese Curriculum research and development, 24(1), 11-19, 2001
  56. Study on the introductory process of algebra from the holistic perspective: On the emergence of algebraic ideas, 7, 39-49, 2001
  57. Geometric Construction as a Threshold of Proof : The Figure as a Cognitive Tool for Justification, International journal of curriculum development and practice, 3(1), 57-64, 2001
  58. Basic study on activities of defining geometrical figures : Referring to an investigation on the understanding of inclusion relations between geometrical figures, Journal of JASME: Research in Mathematics Education, 5, 101-110, 1999
  59. The Transition from arithmetic to mathematics (1) : Focusing on algebraic sum and its teaching, Journal of JASME: Research in Mathematics Education, 5, 85-90, 1999
  60. Research on the understanding processes in generalization of mathematical concepts : Generalization of parallelogram, Journal of JASME : Research in Mathematics Education, 3, 117-126, 1997
  61. A Basic Study on Cognitive Processes of Mathematical Concepts (XVII) : An Examination of Elementary School Mathematics Classroom Based on the Constructive Approach, 95-101, 19960323
  62. Research on the understanding processes in generalization of division concept: Generalization of partitive division, Bulletin of the Faculty of Education, Hiroshima University. Part 2, Science & culture, 45, 83-92, 1996
  63. Research on the understanding process in generalization of mathematical concepts based on the equilibration theory : Understanding process in generalization of quotitive division, Journal of JASME : Research in Mathematics Education, 2, 91-100, 1996
  64. A Basic Study on Cognitive Processes of Mathematical Concepts (XVI) : Practical Study of Mathematics Classroom Based on the Constructive Approach, 77-86, 19950323
  65. A study on growth of mathematical understanding based on the equilibration theory: Analysis of interviews on understanding of "inclusion relations between geometrical figures", Journal of JASME : Research in Mathematics Education, 1, 45-54, 1995
  66. A study on the development of understanding in mathematics education (V): The process of development of understanding the effect of image making, Bulletin of WJASME: Research in Mathematics Education, 20, 9-16, 1994
  67. A Basic Study on Cognitive Processes of Mathematical Concepts (XV) : Practical Study of Mathematics Classroom Based on Constructivism, 31-40, 19930420
  68. A Basic Study on Cognitive Processes of Mathematical Concepts (XIV) : An Analysis of the Fundamental Principles and Experimental Research of Mathematics Education Based on Constructivism, 31-40, 19930320
  69. A study on the development of understanding in mathematics education (I): Framework for grasping the development of understanding, Bulletin of WJASME: Research in Mathematics Education, 19, 53-59, 1993

Publications such as books

  1. 2021/07, Japan Society of Mathematical Education/ Centenary History, Japan Society of Mathematical Education/ Centenary History, Toyokan, Contributor, Japan Society of; Mathematical Education

Invited Lecture, Oral Presentation, Poster Presentation

  1. My research trajectory in PME, Masakazu Okazaki, PME in Japan, 2025 Spring Research Meeting, 2025/06/07, With Invitation, Japanese, PME in Japan, Iwate University
  2. A study on socio-mathematical values ​​in lessons using social open-ended problems: Aiming to clarify critical thinking in mathematics learning, Taiki Hanaya; Masakazu Okazaki, 2024/12/14
  3. Changing process of children's explanatory descriptions in second-grade due to awareness of others: Focusing on explanations in problems about ordinal numbers and cardinal numbers, Michita Sakai; Masakazu Okazaki, 2024/12/14
  4. Examination of the appropriation process through reflection in mathematics education: From the perspective of reflection throughout the unit, Shinya Nakao; Masakazu Okazaki, 2024/12/14
  5. Mathematics education policy, the national curriculum and the recent curriculum reforms in Japan, Masakazu Okazaki, The Global Forum on Mathematics Education Policy 2024 in South Korea, 2024/11/30
  6. Characteristics of 1st and 2nd grade students’ expository descriptions in mathematics, Michita Sakai; Masakazu Okazaki, The 15th International Congress on Mathematical Education, 2024/07/13
  7. Transitional aspects of deductive reasoning in the upper elementary school stage, Masanori OBAYASHI; Masakazu OKAZAKI, The 15th International Congress on Mathematical Education, 2024/07/08
  8. A study of interactive reflection activities: From the perspective of the extended focusing framework, Shinya NAKAO; Masakazu Okazaki, The 15th International Congress on Mathematical Education, 2024/07/08
  9. Kyozaikenkyu as well-formed story making for developing quality mathematics lessons, Masakazu Okazaki; Keiko Kimura; Keiko Watanabe, The 14th International Congress on Mathematical Education, 2021/07/17
  10. Exploring the nature of the transition to geometric proof through design experiments from the holistic perspective (Regular Lecture), Masakazu Okazaki, The 12th International Congress on Mathematical Education, 2012, With Invitation, English
  11. Exploring the nature of the transition to geometric proof through design experiments from the holistic perspective (Regular Lecture), 12th International Congress on Mathematical Education, 2012
  12. Semiotic chaining in an expression constructing activity aimed at the transition from arithmetic to algebra, Masakazu Okazaki, 2006/07/19

Awards

  1. 2022/11, Academic Society Award (Academic Research Division), Japan Society of Mathematics Education
  2. 2018/01, Academic Society Encouragement Award, Japan Academic Society of Mathematics Education
  3. 2004/01, Academic Society Encouragement Award, Japan Academic Society of Mathematics Education

External Funds

Acceptance Results of Competitive Funds

  1. Grants-in-Aid for Scientific Research, The collaborative research on the development of class lessons and curriculum coherent from elementary to secondary mathematics in terms of the linkage between plane and spatial geometry, 2020/04/01, 2024/03/31
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  2. Grants-in-Aid for Scientific Research, The practical study for the theory of mathematical knowledge for teaching and for developing a teaching unit in terms of the consistency between elementary and secondary mathematics, 2017/04/01, 2021/03/31
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  3. Grants-in-Aid for Scientific Research, Investigating Japanese teacher's practical knowledge related to elementary school mathematics lesson by using historical approach, 2015/04/01, 2019/03/31
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  4. Grants-in-Aid for Scientific Research, Development of learning materials with sensation by using virtual reality technology - in the case of three dimensional figures -, 2015/04/01, 2019/03/31
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  5. Grants-in-Aid for Scientific Research, Analysis of mathematical thinking in terms of interactions with a diagram in mathematics education: from the cognitive and cultural perspective, 2014/04/01, 2017/03/31
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  6. Grants-in-Aid for Scientific Research, A collaborative study of developing curriculum and mathematical knowledge for teaching for connecting between elementary and secondary mathematics, 2014/04/01, 2017/03/31
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  7. Grants-in-Aid for Scientific Research, Theoretical and Emprical Research on the Construction Process of the Concept of Division based on the Multi-World Paradigm, 2014/04/01, 2017/03/31
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  8. Grants-in-Aid for Scientific Research, A study on students' own representation and their refinement processes in arithmetic and mathematics classes, 2013/04/01, 2017/03/31
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  9. Grants-in-Aid for Scientific Research, Reflective Description of Japanese Mathematics Education, 2012/04/01, 2017/03/31
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  10. Grants-in-Aid for Scientific Research, Research on development of the prescriptive model for designing social interactions in an elementary class based on the multi-world paradigm, 2011/04/01, 2014/03/31
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  11. Grants-in-Aid for Scientific Research, The developmental study of classroom lessons and curriculums for connecting between elementary and secondary mathematics through design experiments, 2011, 2013
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  12. Grants-in-Aid for Scientific Research, Fundamental study on lesson design on the basis of the roles of representation in mathematical problem solving, 2010, 2012
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  13. Grants-in-Aid for Scientific Research, A Comparative Study on Teacher Education for "Math for Excellence", 2010, 2012
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  14. Grants-in-Aid for Scientific Research, The comprehensive study of developing theory, practice and contents connecting between elementary and secondary mathematics through design experiments, 2008, 2010
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  15. Grants-in-Aid for Scientific Research, A theoretical and practical research on the effect that quality of mathematics lessons gives to students problem solving process and learning of mathematics, 2007, 2009
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  16. Grants-in-Aid for Scientific Research, Developmental Research for Construction of Mathematical Literacy in Life Long Learning Society, 2006, 2009
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  17. 2006, 2007
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  18. 2005, 2006
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  19. 2004, 2005
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  20. 2003, 2004
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  21. 2002, 2003
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  22. 2002, 2002
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  23. 2000, 2001
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  24. Grants-in-Aid for Scientific Research, Investigation of zeta functions associated with prehomogeneous vector spaces, 1998, 1999
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  25. Grants-in-Aid for Scientific Research, Submanifolds in Hyperbolic, Space, 1997, 1998
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Social Activities

History as Committee Members

  1. Executive Director, Mathematics Education Editorial Department Chief, 2024/11, 9999, Japan Society of Mathematical Education
  2. Subject Committee, 2024/04, 9999, Japan Curriculum Research and Development Association
  3. editorial committee, 2023/04, 9999, Japan Society for Studies on Educational Practices
  4. President, 2021/06, 9999, Okayama University Society of Mathematics Education
  5. Editorial Board of Research Journal of Japan Society of Mathematical Education, 2020/09, 9999, Japan Society of Mathematical Education
  6. President, 2019/06, 9999, Mathematics Education Society in Okayama Prefecture
  7. Vice President, 2019/04, 9999, PME in Japan
  8. President, 2019/04, 9999, Japan Academic Society of Mathematics Education
  9. Director, 2015/04, 9999, Japan Academic Society of Mathematics Education
  10. Program Committee of Autumn Research Conference, 2013/04, 9999, Japan Society of Mathematical Education
  11. Director, 2010/06, 9999, Okayama University Society of Mathematics Education
  12. Journal Reorganization Working Group, 2024/02, 2025/01, Japan Society of Mathematical Education
  13. Director, 2023/01, 2024/12, Japan Society of Mathematical Education
  14. National Committee, 2021/04, 2024/03, Japan Curriculum Research and Development Association
  15. Deputy Chief of External Affairs, 2016/09, 2022/08, Japan Society of Mathematical Education
  16. Delegate, 2020/06, 2021/06, Japan Society of Mathematical Education
  17. Vice President, 2011/06, 2021/06, Okayama University Society of Mathematics Education
  18. Editorial board of Research Journal of Japan Society of Mathematical Education, 2009/09, 2020/08, Japan Society of Mathematical Education
  19. Chief, Editorial Committe of English Academic Journal, 2017/04, 2019/03, Japan Academic Society of Mathematics Education
  20. Vice President, 2017/04, 2019/03, Japan Academic Society of Mathematics Education
  21. secretariat, 2012/04, 2019/03, Psychology of Mathematics Education in Japan
  22. Program Committee of Centennial History of Japan Society of Mathematical Education, 2017/01, 2018/08, Japan Society of Mathematical Education
  23. Editorial board, 2014/06, 2018/06, Japan Society for Science Education
  24. Editorial Committee of Centennial History, 2015/04, 2018/03, Japan Society of Mathematical Education
  25. Delegate, 2010/06, 2017/06, Japan Society of Mathematical Education
  26. Deputy Chief, Editorial Committee of English Academic Journal, 2014/04, 2017/03, Japan Academic Society of Mathematics Education
  27. Committee of External Affairs, 2012/09, 2016/08, Japan Society of Mathematical Education
  28. International Committee, 2012/07, 2016/07, International Group for the Psychology of Mathematics Education
  29. International Program Committee, 2014/07, 2015/07, International Group for the Psychology of Mathematics Education
  30. Executive Committee, 1999/06, 2000/07, 24th Conference of International Group for the Psychology of Mathematics Education

History as Peer Reviews of Academic Papers

  1. 2024, International Journal of Science and Mathematics Education, Others, Reviewer, 1
  2. 2024, Journal of JASME: Research in Mathematics Education, Editor, Japanese Journal Editorial Committee Member, 2
  3. 2024, Japan Society of Mathematical Education, Autumn Research Conference Proceedings, Editor, The Autumn Research Conference Program Committee, 6