Publications

Below are publications in English (mostly). For Japanese publications, please visit Yusuke Shinno's website [Link].

2026

• Azrou, N., Asenova, M., Fischer, M., Shinno, Y., & Simas, F. (2026). International perspectives on proof, proving and related activities. In H. Krzywacki, M. Hähkiöniemi, E. Haataja, M.S. Hannula & P. Hästö (Eds.). Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: General Contributions (pp. 314–315). PME.

• Otani, H., & Ishikawa, M. (2026). Semantic contamination of explaining: The case of “setsumei” in Japanese primary school mathematics textbooks. In H. Krzywacki, M. Hähkiöniemi, E. Haataja, M. S. Hannula & P. Hästö (Eds.), Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports (pp. 1091–1098). PME.

• Bredow, F., & Knipping, C. (2026). Student engagement in mathematical argumentation: The role of teacher actions and formats of argumentation. In A. Moutsios-Rentzos, O. Buchbinder, L. Branchetti, & V. Durand-Guerrier (Eds.), Proceedings of MATHPIE2026: Argumentation and Proof in the Teaching and Learning of Mathematics and Interactions with Other Disciplines (pp. 125–134). 

• Miyakawa, T., & Shinno, Y. (2026). Proof and proving as cultural practices: An anthropological perspective. In A. Moutsios-Rentzos, O. Buchbinder, L. Branchetti, & V. Durand-Guerrier (Eds.), Proceedings of MATHPIE2026: Argumentation and Proof in the Teaching and Learning of Mathematics and Interactions with Other Disciplines (pp. 195–196).  

• Otani, H., Bredow, F., & Abels, N. (2026). Argumentation structures in German and Japanese mathematics lessons: A comparative study. In A. Moutsios-Rentzos, O. Buchbinder, L. Branchetti, & V. Durand-Guerrier (Eds.), Proceedings of MATHPIE2026: Argumentation and Proof in the Teaching and Learning of Mathematics and Interactions with Other Disciplines (pp. 214–223). 

• Simas, F. B., Amaral, R. B., Akdoğan, E. E., Hakamata, R., & Reid, D. A. (2026). Comparative perspectives on proof in mathematics textbooks. In A. Moutsios-Rentzos, O. Buchbinder, L. Branchetti, & V. Durand-Guerrier (Eds.), Proceedings of MATHPIE2026: Argumentation and Proof in the Teaching and Learning of Mathematics and Interactions with Other Disciplines (pp. 409–413). 

2025

• Hakamata, R., Bredow, F., Knipping, C., Miyakawa, T., & Shinno, Y. (2025). How proof-related words are used in German and Japanese mathematics textbooks. In B. Pepin, I. Kohanová, & M. B. Langfeldt (Eds.), Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development (pp. 213–220). Norwegian University of Science and Technology. [Link]

• Jåtun, O.N., & Reid, D.A. (2025). Mathematical proofs in Japanese and Norwegian grade 5–9 textbooks. In B. Pepin, I. Kohanová, & M. B. Langfeldt (Eds.), Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development (pp. 245–252). Norwegian University of Science and Technology. [Link]

• Knipping, C., Bredow, F., Miyakawa, T., Otani, H., & Shinno, Y. (2025). Analytic and narrative perspectives on proof and proving: A cultural comparative approach. Proceedings of the 14th Congress of the European Society for Research in Mathematics Education. ERME, Feb 2025, Bolzano, Italy. [Link]

2024

• Reid, A. D. & Shinno, Y. (2024). International perspectives on proof and proving: Recent results and future directions. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 90-91), Auckland, New Zealand: PME. [Link]

• Shinno, Y. Bredow, F., Knipping, C., Hakamata, R., Miyakawa, T., Otani, H., & Reid, D. (2024). A preliminary analysis of two proof lessons from an international comparative perspective: a case study on German and Japanese grade 8 classrooms. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 97-104), Auckland, New Zealand: PME. [Link]

2023

• Shinno, Y. (2023). Exploring translation issues of proof-related words: The case of Japanese. JSSE Research Report, 38(1), 23-26. [Link]

• Shinno, Y., & Miyakawa, T. (2023). Understanding cultural aspects of argumentation and proof: A case study of Pythagorean theorem in a Japanese classroom. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 264-271). Alfréd Rényi Institute of Mathematics and ERME. [Link]

2022

• Reid, D., Shinno, Y., & Fujita, T. (2022). International perspective on proof and proving: Recent results and future directions. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 211-212). Alicante, Spain: PME.  [Link]

• Otani, H., Reid, D., & Shinno, Y. (2022). How are proof and proving conceptualized in mathematics curriculum documents in the USA and Japan?. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 267-274). Alicante, Spain: PME.  [Link]

• Hakamata, R., Bredow, F., Knipping, C., Miyakawa, T., & Shinno, Y. (2022). Comparing the usage of proof-related words in German and Japanese mathematics textbooks. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 221). Alicante, Spain: PME.  [Link]

• Reid, D. (2022). 'Reasoning' in national curricula and standards. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti. (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 299-306). Free University of Bozen-Bolzano and ERME. [Link]

2021

• Miyakawa, T., & Shinno, Y. (2021). Characterizing proof and proving in the classroom from a cultural perspective. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 251-259). Khon Kaen, Thailand: PME. [Link]

2020

• Takeuchi, H., & Shinno, Y. (2020). Comparing the lower secondary textbooks of Japan and England: A praxeological analysis of symmetry and transformations in geometry. International Journal of Science and Mathematics Education, 18(4), 791-810. https://doi.org/10.1007/s10763-019-09982-3 [Link]

2019

• Shinno, Y., Miyakawa, T., Mizoguchi, T., Hamanaka, H., & Kunimune, S. (2019). Some linguistic issues on the teaching of mathematical proof. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 318-325). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. [Link]