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Murata, Aki

UnknownAssociate Professor of Mathematics Education
School of Teaching and Learning

College of Education
University of Florida
2115B Norman Hall
PO Box 117048
Gainesville, FL 32611
Phone: 352-273-4208

Research Biography

Through the NSF-funded project to investigate different models of lesson study used in the state of Florida, collaboration with Florida State University, we are investigating teacher and student learning through lesson study. We have recently completed two manuscripts that are currently under journal review, and our analyses are progressing.  We found that lesson study uniquely scales up, while the depth and the quality of teacher and student experiences may vary across groups.  We identified the significant role collaborative conceptual orientations play in different lesson study groups, guiding the learning processes.  Conceptually-oriented group and procedurally-oriented group planned and taught research lessons according to the orientations, suggesting that careful guidance for group reflection, analysis, and effort to align the collective orientation to reform agenda may be essential.  The parts of the study have been and will be presented in various international and national conferences.

My work also focuses its investigation on the interactions between group and individual learning in mathematics classrooms. My piece in the Journal of Learning Sciences (Murata, 2013), the chapter in the SAGE Handbook of Learning (Murata, 2015), and the manuscript under review, conceptualize this interactive relationship by illustrating how the instructional “width” may frame different student learning experiences and outcomes. When instruction is “wide,” different student ideas are incorporated and drive classroom practices, with plenty of intellectual space for students to make connections among their ideas and mathematically-valued ideas (e.g. defined by standards, textbooks). In contrast, when instruction is “narrow,” teachers focus student attention on the right ways of doing mathematics, which can distance some students, especially those from underrepresented communities.


Ph.D. – Learning Sciences, Northwestern University, 2002

Key Professional Appointments

AERA/IES Post-Doctoral Fellow, Mills College, 2002-2005
Assistant Professor of Elementary Mathematics Education, Stanford University, 2005-2012
Assistant Professor of Elementary Education, University of California – Berkeley, 2013-2015
Associate Professor of Mathematics Education, University of Florida, 2015-present

Activities and Honors

  • Notable Article in Journal for Research in Mathematics Education 2002-2012, National Council of Teachers of Mathematics, 2013
  • Best Teaching Award, Stanford University School of Education, 2012
  • Best Advising Award, Stanford University School of Education, 2007


NSF DRK12 Exploratory Project, Identifying an Effective and Scalable Model of Lesson Study, 2014-2017.

Norwegian Research Council Fellowship, Professor II. University of Stavanger, 2012-2015.

Wallenberg Global Learning Network Grant, 2006-2007 & 2007-2008.

Teachers for a New Era Research Grant 2005-2008.

Selected Publications

Murata, A., & Munthe, E. (Eds.). (under book contract). Lesson study next step: Educators’ guide to deeper learning.  NY: Routledge.

Helgevold, N., & Murata, A. (accepted). Problematizing teaching: Shifting preservice teacher talks through lesson study in Norway and the United States. In A. E. Lopez & E. L. Olan. (Eds). Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change. Information Age.

Murata, A., Siker, J., Kang, B., Kim, H-J., Baldinger, E., Scott, M., & Lanouette, K. (2017). Math talk and student strategy development trajectories: The case of two first grade classrooms. Cognition and Instruction, 336-362. (online first) doi: 10.1080/07370008.2017.1362408

Murata, A. (2016). Teacher learning with new standards: A case of kindergarten mathematics lesson study. The Bulletin of International Research, v2, 29-44.

Murata, A., & Karlin-Neumann, C. (2016). Deepening understanding of place value with multiple representations: First-grade Number Talks. Teaching Children Mathematics, 23(7), 404-412.

Murata, A., Fuson, K. C., & Abrahamson, D. (in press). A learning path framework to balance mathematics education: Teaching-learning for understanding and fluency. In E. A. Ortitz, J. Cristia, & S. Cuerto. (Eds). Promising models to improve primary math learning in Latin American Country using technology. Inter-American Development Bank: Washington. DC. 

Murata, A., & Fuson, K. C. (2016). Class learning zone and class learning paths: Responsive teaching in first-grade mathematics. In E. Silver & P. A. Kenney (Eds.). Lessons learned from research. pp. 79-92. Reston, VA: National Council of Teachers of Mathematics.

Murata, A. (2015). Interactions between teaching and learning mathematics in elementary classrooms. In D. Scott & E. Hargreaves (Eds.). pp. 233-242. Handbook of Learning. London, England: SAGE.

Murata, A. (2013). Diversity and high academic expectations without tracking: Inclusively responsive instruction. The Journal of Learning Sciences, 21(2). 312-335. doi:10.1080/10508406.2012.682188

Murata, A., Bofferding, L., Pothen, B., Taylor, M., & Wischnia, S. (2012). Making connections among student learning, content, and teaching: Teacher talk paths in elementary mathematics lesson study. Journal for Research in Mathematics Education, 43(5). 616-650.

Bofferding, L., Kemmerle, M., & Murata, A. (2012). Making 10 my way: Differentiation in a kindergarten lesson study. Teaching Children Mathematics, 19(3). 164-173.

Murata, A., & Kattubadi, S. (2012). Grade 3 students’ mathematization through modeling: Situation models and solution models with multi-digit subtraction problem solving. Journal of Mathematical Behaviors, 31(1). 15-28. doi:10.1016/j.jmathb.2011.07.004

Selected Links

Dr. Murata’s CV

Lesson Study Network