College of Education > Faculty & Staff > Faculty A-Z > Akihiko Takahashi
Akihiko Takahashi, Ph.D. served as an Associate Professor at DePaul University, where he taught mathematics and mathematics education. Prior to come to the US he was a teacher in Japan before becoming an educator of mathematics teachers. During his teaching career in Japan, he was nationally active in mathematics lesson study, teaching public research lessons and articles on topics including students' mathematical problem-solving and reflective mathematics journals. He received his Ph.D. from the University of Illinois at Urbana-Champaign. He is one of only a few educators in the U.S. with more than twenty years of first-hand experience with Lesson Study in mathematics education. As a result, he has been recognized as one of the world leaders of Lesson Study research and practice since the beginning of the Lesson Study movement in North America.
He had the privilege in working with most of the major Lesson Study projects in twelve U.S. states, as well as in Australia, Brazil, Canada, Ireland, Malaysia, Qatar, Singapore, Switzerland, Thailand, and the United Kingdom, helping enthusiastic educators and researchers learn about Lesson Study and develop Lesson Study communities.
Google Scholar: https://scholar.google.com/citations?user=NiMO-xsAAAAJ&hl=en&oi=ao Twitter: @AkihikoTa
Research Interests Mathematics Teaching and Learning; Curriculum Development and Evaluation; Mathematics Teacher Education/Professional Development; Lesson Study
Selected PublicationsBook Takahashi, A. (2021).
Teaching Mathematics Through Problem-Solving: A Pedagogical Approach from Japan: Routledge.
Edited Volumes Huang, R., Takahashi, A., da Ponte, J. (Eds.). (2019).
Theory and Practice of Lesson Study in Mathematics: An International Perspective, Springer International Publishing. DOI: 10.1007/978-3-030-04031-4
Quaresma, M., Winsløw, C., Clivaz, S., da Ponte, J. P., Ní Shúilleabháin, & Takahashi, A. (Eds.). (2018).
Mathematics Lesson Study around the World: Theoretical and Methodological Issues, Springer International Publishing. DOI: 10.1007/978-3-319-75696-7
Peer-Reviewed Journals Published in English Watanabe, T., Takahashi, A., & Isam Barham, A. (2019). Implementing school-wide Collaborative Lesson Research in Qatar.
Journal of Institutional Research South East Asia, 17(2), 47-70.
Takahashi, A., & McDougal, T. (2016). Collaborative lesson research: maximizing the impact of lesson study.
ZDM, 48, 513-526. DOI:10.1007/s11858-015-0752-x
Takahashi, A. (2016). Recent trends in Japanese mathematics textbooks for elementary grades: Supporting teachers to teach mathematics through problem solving.
Universal Journal of Educational Research, 4(2), 7. DOI:10.13189/ujer.2016.040201
Chapters in Books Published in English Takahashi, A. (2019). Using school-wide collaborative lesson research to implement standards and improve student learning: Models and preliminary results. In R. Huang, A. Takahashi, & J. da Ponte (Eds.),
Theory and Practice of Lesson Study in Mathematics: An International Perspective. Springer International Publishing. DOI: 10.1007/978-3-030-04031-4
Clivaz, S., & Takahashi, A. (2018). Mathematics lesson study around the world: Conclusions and looking ahead. In M. Quaresma, C. Winsløw, S. Clivaz, J. P. da Ponte, A. Ní Shúilleabháin, & A. Takahashi (Eds.),
Mathematics Lesson Study Around the World: Theoretical and Methodological Issues (pp. 153-164). Springer International Publishing. DOI: 10.1007/978-3-319-75696-7
Takahashi, A., & McDougal, T. (2018). Collaborative Lesson Research (CLR). In M. Quaresma, C. Winsløw, S. Clivaz, J. P. da Ponte, A. Ní Shúilleabháin, & A. Takahashi (Eds.),
Mathematics Lesson Study Around the World: Theoretical and Methodological Issues (pp. 143-152). Springer International Publishing. DOI: 10.1007/978-3-319-75696-7
Takahashi, A. (2017). Lesson Study: The fundamental driver for mathematics teacher development in Japan. In B. Kaur & O. N. Kwon (Eds.),
Professional Development of Mathematics Teachers: An Asian Perspective. New York: Springer. DOI: 10.1007/978-981-10-2598-3_1