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Murata,
Aki
Assistant Professor |
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Learners must be assisted through the process of meaning construction, so that they can eventually manage comprehension by themselves in the absence of more knowledgeable others who provide interpretations. A tool (representations) can work to provide the necessary support before learners can manage concepts on their own. It then becomes a foundational cognitive structure to organize information in related or unrelated situations. In the case of Japanese curriculum, tape diagrams come to be simply “background music” so eventually students can “hear” the important relationships in their problems more clearly.
-- from Mathematics Teaching and Learning as a Mediating Process: The Case of Tape Diagrams
Dr. Murata's research concerns increased learning opportunities for elementary-school students who were traditionally not given such opportunities. She supports elementary school teachers to learn about and shift their thinking of student learning of mathematics and change their practice as they become aware of the details, processes, and meanings of student learning, and investigates how these shifts create better learning opportunities for students. She is interested in the interactive relationships between teacher learning (of student learning) and student learning (of mathematics). Primary research questions are 1) What kinds of classroom supports (means of assistance) help students develop fluency and understanding with mathematics? 2) How do teachers shift their thinking of teaching and student learning as they use the supports? and 3) How do students learn mathematics when teachers shift their thinking and change practices? |
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* Ph.D. in Learning Sciences; Northwestern University, 2002
* B.S. in Elementary Education; Ohio State University, 1997 |
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* Post-Doctoral Research Assistant; Lesson Study Project; Mills College, 2002 - 2005 [AERA Postdoctoral Fellowship]
* Research Assistant; Children's Math Worlds Project; Northwestern University, 1999 - 2002 [Spencer Fellowship] |
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* Since 2004.
* Acting Assistant Professor (2004 - 2005)
* Assistant Professor (2005 - ) |
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* Conceptually-Sound Curricular Design Project (WGLN II Full Grant): Examining challenges in teaching and learning of multi-digit subtraction in elementary schools through lesson study effort when teachers are presented with key information on student learning of the topic.
* Teacher for a New Era - Elementary STEP Study: Investigating how beginning teachers become teachers, how they develop their practice and how it is related to their reflection on different experiences, development of vision, motivation, and understanding of mathematics teaching.
* East Palo Alto Academy Lesson Study Project: Investigating how best to support teachers' sense-making process of connecting research/theory and practice through lesson study. |
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* EDUC359E: Research on Mathematics Education
* EDUC362X: Teacher Learning and Lesson Study
* EDUC263EFG: Quantitative Reasoning and Mathematics
* EDUC93Q: Young Childrens' Mathematical Thinking and Learning |
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* Murata, A. (In Press). Teacher learning by lesson study. International Encyclopedia of Education, Teacher Education volume. Oxford, UK: Elsevier.
* Murata, A. (2008). Mathematics teaching and learning as a mediating process: The case of tape diagrams. Mathematical Thinking and Learning. 10(4). 374 – 406.
* Fuson, K. C. and Murata. A. (2007) Integrating the NRC principles and the NCTM process standards: Cognitively guided teaching to individualize instruction within whole-class activities and move all students within their learning path. National Council of Supervisors of Mathematics Journal 10(1). 72 - 91.
* Murata, A. and Fuson, K. C. (2006). Teaching as assisting individual constructive paths within an interdependent class learning zone: Japanese first graders learning to add using ten. Journal for Research in Mathematics Education. 421 - 456.
* Murata, A. (2006). Coherent in-depth curricular paths: Early number sense development. In Lewis, C. and Takahashi, A. (eds.), Learning across boundaries: U.S.-Japan collaboration in mathematics, science, and technology education. Oakland, CA: Mills College School of Education. 178 - 188.
* Lewis, C., Perry, R., and Murata, A. (2006). What is the role of the research in an emerging innovation: The case of lesson study. Educational Researcher, 35 (3). 3-14.
* Murata, A. (2006). Bridging identities: Making sense of who we are becoming to be. In T. R. Berry and N. D. Mizzelle. (Eds.). From oppression to grace: Women of color and their dilemma in academy. NY: Stylus Publishing. pp.24-33.
* Murata, A. (2004). Paths to learning ten-structured understanding of teen sums: Addition solution methods of Japanese Grade 1 students. Cognition and Instruction, 22(2). 185 – 218.
* Murata, A., Otani, N., Hattori, N., and Fuson, K. C. (2004). The NCTM Standards in a Japanese primary classroom: Valuing students’ diverse ideas and learning paths. In R. Rubenstein. (Ed.). National Council of Teachers of Mathematics 2004 Yearbook: Perspectives on the Teaching of Mathematics. Reston, VA: National Council of Teachers of Mathematics. pp. 82 – 95. |
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* Phone: (650) 723 2832
* Email: akimura@stanford.edu
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