Yusuke Shinno's Lab.

Education

• • • 2010 March: PhD in mathematics education, Graduate School of Education, Hiroshima University, Japan 

    • 2006 March: M.A. degree in mathematics education, Graduate School of Education, Hiroshima University, Japan

Work history

• • • 2019 October – Present: Associate Professor in School of  Education, and Graduate School of Humanities and Social Sciences, Hiroshima University, Japan

    • 2016 April – 2019 September: Associate Professor in Mathematics Education, Faculty of Education and Graduate School of Education, Osaka Kyoiku University, Japan

    • 2015 October  – 2016 January: Visiting Scholar, Graduate School of Education, University of Exeter, UK 

    • 2010 April – 2016 March: Lecturer in Mathematics Education, Faculty of Education and Graduate School of Education, Osaka Kyoiku University, Japan

International journal articles 

1. Komatsu, K., Shinno, Y., Stylianides, A.J., & Stylianides, G.J. (2025). Development of local theories in design-based research in mathematics education. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-025-10398-w. Open access

2. Wang, C., Shinno, Y., Xu, B., & Miyakawa, T. (2023). An anthropological point of view: Exploring the Chinese and Japanese issues of translation about teaching resources. ZDM Mathematics Education. 55 (3), 705-717. https://doi.org/10.1007/s11858-023-01477-4. Open access

3. Shinno, Y. & Mizoguchi, T. (2023). Networking praxeologies and theoretical grain sizes in mathematics education: Cultural issues illustrated by three examples from the Japanese research context. Hiroshima Journal of Mathematics Education. 16, 77-94. https://doi.org/10.24529/hjme.1606 Open access

4. Shinno, Y. & Yanagimoto, T. (2023). Conditions and constraints of implementing a mathematics lesson study-based PD programme for Japanese pre-service teachers. European Journal of Science and Mathematics Education, 11 (2), 322-343. https://doi.org/10.30935/scimath/12643. Open access

5. Shinno, Y. & Fujita, T. (2022). 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, 53 (12), 3326-3351. https://doi.org/10.1080/0020739X.2021.1941365. Open access 

6. Shinno, Y. & Mizoguchi, T. (2021). Theoretical approaches to teachers’ lesson designs involving the adaptation of mathematics textbooks: two cases from kyouzai kenkyuu in Japan. ZDM Mathematics Education. 53 (6), 1387-1402. https://doi.org/10.1007/s11858-021-01269-8. Open access 

7. Mizoguchi, T., Inprashita, M., Changsri, N., & Shinno, Y. (2020). Describing researchers ways of seeing a lesson: as the first work of the cross-cultural study on lesson study between Japan and Thailand, Educação Mathemática Pesquisa, 22 (4), 836-844. https://doi.org/10.23925/1983-3156.2020v22i4p836-844. Open access

8. 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), pp.791-810. https://doi.org/10.1007/s10763-019-09982-3. Open access

9. Shinno, Y., Miyakawa, T., Iwasaki, H., Kunimune, S., Mizoguchi, T., Ishii, T., & Abe, Y. (2018). Challenges in curriculum development for mathematical proof in secondary school: cultural dimensions to be considered. For the Learning of Mathematics, 38 (1), 26-30. [Link]

10. Shinno, Y. (2018). Reification in the learning of square roots in a ninth grade classroom: combining semiotic and discursive approaches, International Journal of Science and Mathematics Education, 16 (2), 295-314. https://doi.org/10.1007/s10763-016-9765-3

11. Shinno, Y. (2008). On the teaching situation of irrational numbers: epistemological considerations as the basis of designing for conceptual change, International Journal of Curriculum Development and Practice, 10 (1), 67-76. https://doi.org/10.18993/jcrdaen.10.1_67. Open access

International Conference papers

1. Doan Le, M. H. & Shinno, Y. (2025). Proving activities in a graph-theoretical theoretical inquiry for pre-service teachers: a preliminary analysis. Proceedings of the 9th ICMI-East Asia Regional Conference on Mathematics Education (Vol. 3, pp. 1263-1267). 18th-22nd July 2025, Seoul, Korea. 

2. Hanasaki, S. & Shinno, Y. (2025). A method of textbook analysis from a praxeological perspective: The case of statistics. Proceedings of the 9th ICMI-East Asia Regional Conference on Mathematics Education (Vol. 3, pp. 89-93). 18th-22nd July 2025, Seoul, Korea. 

3. Knipping, C., Bredow, F., Miyakawa, T., Otani, H., & Shinno, Y. (2025). Analytic and narrative perspectives on proof and proving: a cultural comparative approach. Paper presentation at the 14th Congress of the European Society for Research in Mathematics Education, 4th-8th February 2025, Bolzano, Italy.

4. Shinno, Y. & Miyakawa, T. (2025). Transposition of research knowledge: From the West to Far East Asia. Paper presentation at the 14th Congress of the European Society for Research in Mathematics Education, 4th-8th February 2025. Bolzano, Italy.

5. Mizoguchi, T., Shinno, Y., Tomosada, A., & Hayata, T. (2025). Characteristics of teachers’ lesson observations: a comparison of in-service and pre-service teachers’ gestures. Paper presentation at the 14th Congress of the European Society for Research in Mathematics Education, 4th-8th February 2025, Bolzano, Italy.

6. 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]

7. Shinno, Y. & Miyakawa, T. (2024). The nature of theories generated through task design research in Japan. Paper presentation at the 15th International Conference on Mathematics Education. 7th-14th July 2024, Sydney, Australia. [Link]

8. Shinno, Y. & Miyakawa, T. (2023). Understanding cultural aspects of argumentation and proof: a case study of Pythagorean theorem in a Japanese classroom. In Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E. (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]

9. Miura, K. & Shinno, Y. (2023). Structural characteristics of generic arguments using (counter)examples produced by primary students: a Toulmin analysis. In Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E. (Eds.). Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 200-207). Alfréd Rényi Institute of Mathematics and ERME. [Link]

10. 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]

11. Wang, C., Shinno, Y., Xu, B., & Miyakawa, T. (2022). Translation work from an anthropological perspective. 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. 108-110), Alicante, Spain: PME.  [Link]

12. Hayata, T., Shinno, Y., Matsuzaki, A., & Mizoguchi, T. (2022). Identifying the logos block that composes para-didactic praxeology in mathematics lesson design: Case studies from pre-service teachers in Japan. Paper presentation at the 7th International Conference on the Anthropological Theory of the Didactic. 19th-23rd June 2022. Barcelona, Spain. [Pre-proceedings]

13. Reid, A., Shinno, Y., Komatsu, K., & Tsujiyama, Y. (2021). Toulmin analysis of meta-mathematical argumentation in a Japanese grade 8 classroom. In M. Inprasitha et al. (Eds.). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 234-241). Khnon Kaen, Thailand: PME. [Link]

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

15. Shinno, Y. & Mizoguchi, T. (2021). Seeking a 'theory' of networking praxeologies in mathematics education: a meta-theoretical discussion. Paper presentation at the 14th International Conference on Mathematics Education. 11th-18th July 2021, Shanghai, China.

16. Shinno, Y. & Yanagimoto, T. (2020). An opportunity for preservice teachers to learn from inservice teachers’ lesson study: Using meta-didactic transposition, H. Borko & D. Potori (Eds.). Proceedings of ICMI Study 25 Conference: Teachers of Mathematics Working and Learning in Collaborative Groups, pp.174-181, Lisbon, Portugal. [Link]

17. Shinno, Y., Miyakawa, T., Mizoguchi, T., Hamanaka, H., & Kunimune, S. (2019). Some linguistic issues on the teaching of mathematical proof, 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, Netherlands. [Link]

18. Mizoguchi, T. & Shinno, Y. (2019). How Japanese teachers use mathematics textbooks for "kyozai-kenkyu": Characterizing their different uses by paradidactic praxeologies. In Rezat, S. et al. (Eds.), Proceedings of the Third International Conference on Mathematics Textbook Research and Development (pp. 257-262). Paderborn, Germany. [Link]

19. Shinno, Y. (2017). Reconstructing a lesson sequence introducing an irrational number as a global argumentation structure. In Kaur, B. et al. (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 193-200). Singapore: PME. [Link]

20. Mizoguchi, T., Inprasitha, M., Changsri, N., Matsuzaki, A., Shinno, Y., Kunseeda, P., & Hayata, T. (2017). Researchers’ eyes of seeing a lesson: As the first work of the cross-cultural study on lesson study between Japan and Thailand. Proceedings of the 10th International Conference on Educational Research (pp. 707-715), Khnon Kaen, Thailand.

21. Shinno, Y. & Fujita, T. (2016). Prospective mathematics teachers’ proof comprehension of mathematical induction: levels and difficulties, In Csíkos, C., Rausch, A., & Szitányi, J. (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 195–202), Szeged, Hungary: PME.

22. Shinno, Y., Yanagimoto, T., Uno, K. (2016). An investigation of prospective primary teachers' mathematical argumentation: from the perspective of mathematical knowledge for teaching and evaluating.  Paper presented at the 13th International Conference on Mathematics Education. 24th-31st July 2016, Hamburg, Germany.

23. Mizoguchi, T., Inprasitha, M., Matsuzaki, A., Shinno, Y., Moonpo, P. (2016). Cross-Cultural Study of Japanese and Thailand Mathematics Lesson Study: A Research Design. Proceedings of the 8th International Conference on Educational Research (pp. 599-607), Khnon Kaen, Thailand.

24. Shinno, Y., Miyakawa, T., Iwasaki, H., Kunimune, S., Mizoguchi, T., Ishii, T., & Abe, Y. (2015). A theoretical framework for curriculum development in the teaching of mathematical proof at the secondary school level. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the Int. Group. for the psychology of mathematics education (Vol. 4, pp. 169–176), Hobart, Australia: PME. [Link]

25. Shinno, Y. & Fujita, T. (2015). An analysis of the essential difficulties with mathematical induction: in the case of prospective teachers. In Adams, G. (Ed.), Proceedings of the British Society for Research into Learning Mathematics, 35 (3). 102-107. [Link]

26. Shinno, Y, Kinone, C, Baba, T. (2014). Exploring ‘what Japanese students find important in mathematics learning’ based on the Third Wave Project. In Nicol, C., Oesterle, S., Liljedahl, P., & Allan, D. (Eds.) Proceedings of the Joint Meeting of the 38th Conference of the International Group for the Psychology of Mathematics Education, and the 32nd North American Chapter (Vol. 5, pp. 169-176), Vancouver, Canada: PME. [Link]

27. Shinno, Y. (2013). Semiotic chaining and reification in learning of square root numbers: on the development of mathematical discourse.  In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 209-216), Kiel, Germany: PME. [Link]

28. Shinno, Y. (2012). Characterizing the reification phase of variables in functional relation through a teaching experiment in a sixth grade classroom. In Tso,T. Y. (Ed.). Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 83-90), Taipei, Taiwan: PME. [Link]

29. Shinno, Y., Yanagimoto, T., Uno, K. (2012). Issues on prospective teachers’ argumentation for teaching and evaluating at primary school level: focusing on a problem related to discrete mathematics. Paper presented at the 12th International Conference on Mathematics Education. 8th-15th July 2012, Seoul, Korea. [Link]

30. Shinno, Y. (2010). Identifying Conceptual Change Situations in Mathematics Curricular Content: on the Development from Rational to Real Numbers. In Shimizu, Y. et al. (Eds.), Proceedings of the 5th East Asia Regional Conference on Mathematics Education (Vol. 2, 622-629). Tokyo, Japan. [Link]

31. Shinno, Y. & Iwasaki, H. (2009). Analysis of process of conceptual change in mathematics lessons: in the case of irrational numbers. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, H. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 81-88), Thessaloniki, Greece: PME. [Link]

32. Shinno, Y. & Iwasaki, H. (2008). The prescriptive role of theory of conceptual change in the teaching and learning of mathematics.  In Figueras, O. & Sepúlveda, A. (Eds.). Proceedings of the Joint Meeting of the 32nd Conference of the International Group for the Psychology of Mathematics Education, and the 30th North American Chapter (Vol. 1, pp. 249-256), Morelia, Michoacán, México: PME. [Link]

33. Shinno, Y. (2007). On the teaching situation of conceptual change: epistemological considerations of irrational numbers. In Woo, J. H., Lew, H. C., Park, K. S. & Seo, D. Y. (Eds.). Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 185-192), Seoul: PME.

Other presentations at conferences

1. 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] [PME Newsletter, July 2025]

2. Shinno, Y. (2023). Exploring translation issues of proof-related words: The case of Japanese. JSSE Research Report, 38(1), 23-26. https://doi.org/10.14935/jsser.38.1_23

3. 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]

4. 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]

5. Otani, H., Reid, D., & Shinno, Y. (2022). How are proof and proving conceptualized in mathematics curriculum documents in the USA and Japan?. Presented at the Working Group 'International perspective on proof and proving: Recent results and future directions', the 45th Conference of the International Group for the Psychology of Mathematics Education, 18th -25th July 2022, Alicante, Spain.

6. Miyakawa, T. & Shinno, Y. (2022). Characterizing proof and proving in the classroom from a cultural perspective. Presented at the Working Group 'International perspective on proof and proving: Recent results and future directions', the 45th Conference of the International Group for the Psychology of Mathematics Education, 18th-25th July 2022, Alicante, Spain.

7. Mizoguchi, T. & Shinno, Y. (2021). How can we classify teachers' paradidactic praxeologies in different institutional settings?. Presented at the 14th International Conference on Mathematics Education, TSG57: Diversity of Theories in Mathematics Education, 11th-18th July 2021, Shanghai, China.

8. Hayata, T., Mizoguchi, T., Matsuzaki, A., & Shinno, Y. (2020). Toward an Understanding of the Conditions and Constraints on Groups of Lesson Designers: A Comparative study. Presented at WALS (World Association of Lesson Studies) 2020 Online Conference. December 2020.

9. Shinno, Y. & Fujita, T. (2020). How to characterize manipulatives and gestures in different theoretical frames: Discursive, instrumental, and dialogic approaches in mathematics education. Proceedings of the 44th Annual Meeting of Japan Society for Science Education, pp. 311-312. [Link]

10. Mizoguchi, T. & Shinno, Y. (2019). Pre-service teachers’ designing of an inquiry task through the course of study and research paths for teacher education. Presented at the Intensive Research Programme: Advances in the Anthropological Theory of the Didactic and their Consequences in Curricula and in Teacher Education. 3rd June - 26th July 2019, Centre de Recerca Matemàtica, Barcelona, Spain.

11. Shinno, Y., Mizoguchi, T., Hamanaka, H., Miyakawa, T., & Kunimune, S. (2018). How ordinary language influences the formulation of statements with quantifications. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 157). Umeå, Sweden: PME. [Link]

12. Takeuchi, H. & Shinno, Y. (2018). A comparison of lower secondary textbooks from Japan and England: the case of symmetry and transformations. Poster presentation at the 6th International Conference on the Anthropological Theory of the Didactic. 22nd - 26th January 2018. Autrans, France. [Poster]

13. Shinno, Y. (2017). Meta-theoretical aspects of the two case studies of networking theoretical perspectives: focusing on the treatments of theoretical terms in different networking strategies. In In T. Dooley et al. (Eds.), Proceedings of the Tenth Congress of European Research in Mathematics Education (pp. 2700–2701). Dublin, Ireland: DCU Institute of Education and ERME. [Link] [Poster]

14. Shinno, Y. & Fujita, T. (2017). A Framework for Reading Comprehension of Structures of Proof by Mathematical Induction. Presented at the BSRLM Spring Conference, 4th March 2017, University of London, UK: British Society for Research into Learning Mathematics.

15. Shinno, Y. & Fujita, T. (2015). An Analysis of the Inherent Difficulties with Mathematical Induction. Presented at the BSRLM Autumn Conference, 7th November 2015, University of Reading, UK: : British Society for Research into Learning Mathematics.

16. Mizoguchi, T. & Shinno, Y. (2015). Japanese elementary school students’ math performance: a case of Tottori prefecture regional “math diagnostic test. The International Conference of Open Environment for Worldwide Mathematics Education, Moscow Center for Continuous Mathematical Education. 

17. Shinno, Y. & Iwasaki, H. (2011). Two routes to the reification of variable as a key to conceptual change in mathematics learning. In Ubuz, B. (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 389). Ankara, Turkey: PME.

Book chapters

1. Hayata, T., Shinno, Y., Matsuzaki, A., & Mizoguchi, T. (2024). Identifying the Logos Block that Composes Para-didactic Praxeology in Mathematics Lesson Design: Case Studies from Pre-service Teachers in Japan. In Florensa, I., Ruiz-Munzón, N., Markulin, K., Barquero, B., Bosch, M., Chevallard, Y. (Eds). Extended Abstracts 2022: Proceedings of the 7th International Conference on the Anthropological Theory of the Didactic (CITAD7). Trends in Mathematics (Vol. 16, pp. 475–488). Birkhäuser, Cham. https://doi.org/10.1007/978-3-031-55939-6_36

2. Bikner-Ahsbahs, A., Kidron, I., Bullock, E., Shinno, Y., & Zhang, Q. (2024). Topic Study Group 57: Diversity of Theories in Mathematics Education. Proceedings of the 14th International Congress on Mathematical Education (Vol. 1, pp. 617-623). World Scientific. https://doi.org/10.1142/9789811287152_0081

3. Mizoguchi, T. & Shinno, Y. (2021). Pre-service Teachers Designing of an Inquiry Task Through the Course of Study and Research Paths for Teacher Education. In B. Barquero et al. (Eds.), Trends in Mathematics: Advances in the Anthropological Theory of the Didactic (pp. 159-165), Springer International Publishing. [Link]

4. Jessen, B., Otaki, K., Miyakawa, T., Hamanaka, H., Mizoguchi, T., Shinno, Y., & Winsløw, C. (2019). The ecology of study and research paths in upper secondary school: The cases of Denmark and Japan. In M. Bosch et al. (Eds.), Working with the Anthropological Theory of the Didactic in Mathematics Education A Comprehensive Casebook (pp. 118-138). Routledge. [Link]

5. Shinno, Y., Yanagimoto, T., & Uno, K. (2018). An investigation of prospective elementary teachers' argumentation from the perspective of mathematical knowledge for teaching and evaluating. In G. J. Stylianides & K. Hino (Eds.), Research Advances in the Mathematical Education of Pre-service Elementary Teachers: An International Perspective (pp.155-169), Springer. [Link]

6. Mizoguchi, T., Iwasaki, H., Kunimune, S., Hamanaka, H., Miyakawa, T., Shinno, Y., Suginomoto, Y., & Otaki, K.  (2017). Curriculum Development in the Teaching of Mathematical Proof at the Secondary Schools in Japan. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education, ICME-13 Monographs, pp. 743-744, Springer. [Link]

Editorials

1. Bikner-Ahsbahs, A., Kidron, I., Shinno, Y., Miyakawa, T. (2023). Guest editorial: Rethinking the diversity of theories in mathematics education. Contributions related to the Topic Study Group 57 of ICME 14, Hiroshima Journal of Mathematics Education. 16, 21-26. https://doi.org/10.24529/hjme.1602

• 2019 - present: Hiroshima Journal of Mathematics Education

• 2017 - 2020: Journal of Science Education in Japan

• ECNU Review of Education (SAGE publications)

• Educational Studies in Mathematics (Springer)

• For the Learning of Mathematics (FLM Publishing Association)

• Hiroshima Journal of Mathematics Education

• The International Journal for Technology in Mathematics Education 

• The Journal of Mathematical Behaviour (Elsevier)

• Journal of Mathematics Teacher Education (Springer)

• International Journal for Lesson and Learning Studies (Emerald)

• International Journal of Science and Mathematics Education (Springer)

• Research in Mathematics Education (Taylor&Francis)

• ZDM-Mathematics Education (Springer)

• ...

• HU Official Profiles of Scholars (In English)

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