Journal articles
Fujita T (2024). BSRLM day conference proceedings. Research in Mathematics Education, 1-4.
Fujita T (2023). BSRLM day conference proceedings. Research in Mathematics Education, 25(2), 273-276.
Fujita T (2023). BSRLM day conference proceedings. Research in Mathematics Education, 25(3), 414-418.
Fujita T, Kondo Y, Kumakura H, Miyawaki S, Kunimune S, Shojima K (2023). Identifying Japanese students’ core spatial reasoning skills by solving 3D geometry problems: an exploration.
Asian Journal for Mathematics Education,
1 Abstract.
Melro A, Tarling G, Fujita T, Kleine Staarman J (2023). What Else can be Learned When Coding? a Configurative Literature Review of Learning Opportunities Through Computational Thinking.
Journal of Educational Computing Research,
61(4), 901-924.
Abstract.
Miyazaki M, Fujita T, Iwata K, Jones K (2022). Level-spanning proof-production strategies to enhance students’ understanding of the proof structure in school mathematics. International Journal of Mathematical Education in Science and Technology, 1-22.
Tarling G, Melro A, Kleine Staarman J, Fujita T (2022). Making coding meaningful: university students’ perceptions of bootcamp pedagogies. Pedagogies: an International Journal, 18(4), 578-595.
Shinno Y, Fujita T (2021). Characterizing how and when a way of proving develops in a primary mathematics classroom: a commognitive approach.
International Journal of Mathematical Education in Science and Technology Abstract.
Fujita T, Doney J, Flanagan R, Wegerif R (2021). Collaborative group work in mathematics in the UK and Japan: use of group thinking measure
tests. Education 3-13: the professional journal for primary education, 49, 119-133.
Fujita T, Nakagawa H, Sasa H, Enomoto S, Yatsuka M, Miyazaki M (2021). Japanese teachers’ mental readiness for online teaching of mathematics following unexpected school closures. International Journal of Mathematical Education in Science and Technology, 54(10), 2197-2216.
Fujita T (2021). On Online Teaching and Learning of Mathematics: What Future Research can be Expected by Mathematics Education Research?. Hiroshima Journal of Mathematics Education, 14, 37-51.
Kazak S, Fujita T, Pifarre Turmo M (2021). Students’ informal statistical inferences through data modeling
with a large multivariate dataset. Mathematical Thinking and Learning, 25, 23-43.
Fujita T, Kondo Y, Hiroyuki K, Susumu K, Keith J (2020). Spatial reasoning skills about 2D representations of 3D geometrical shapes in grades 4 to 9.
Mathematics Education Research Journal,
32(2), 235-255.
Abstract.
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
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.
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.
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.
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.
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.
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.
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.
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.
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(2), 96-111.
Abstract.
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(3), 180-195.
Abstract.
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.
Miyazaki M, Fujita T, Jones K (2016). Students’ understanding of the structure of deductive proof. Educational Studies in Mathematics, 94(2), 223-239.
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.
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.
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.
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
Komatsu K, Fujita T (2023). Intertwined Use of Physical and Digital Tools in Mathematics Teaching and Learning. In (Ed) Handbook of Digital Resources in Mathematics Education, Springer International Publishing, 1-29.
Komatsu K, Fujita T (2023). Intertwined Use of Physical and Digital Tools in Mathematics Teaching and Learning. In (Ed) Handbook of Digital Resources in Mathematics Education, Springer International Publishing, 1-29.
Miyazaki M, Fujita T, Jones K (2019). Web-Based Task Design Supporting Students’ Construction of Alternative Proofs. In (Ed) Proof Technology in Mathematics Research and Teaching, Springer International Publishing, 291-312.
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.
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.
Fujita T, Hyde R (2013). Approaches to learning mathematics. In (Ed)
Mentoring Mathematics Teachers: Supporting and Inspiring Pre-Service and Newly Qualified Teachers, 42-58.
Abstract.
