Dr. Rongjin Huang

Professor

Dr. Rongjin Huang
615-494-7881
Room 203E, Kirksey Old Main (KOM)
MTSU Box 34, Murfreesboro, TN 37132

Degree Information

  • Ph.D., Texas A&M University, College Station (2010)
  • M.S., East China Normal University (1993)
  • B.S., Zhejiang University (1988)

Areas of Expertise

  • Mathematics classroom research
  • Mathematics teacher education
  • Comparative mathematics education
  • Lesson study 

Biography

Dr. Rongjin Huang was a high school mathematics teacher and a university faculty member in China before joining MTSU. He was one of the Chinese team leaders for the Learner's Perspective Study. His research interests include mathematics classroom research, mathematics teacher education, comparative mathematics education, and lesson study. 

Publications

Huang, R., Fang, Y., & Chen, X. (2017). Chinese lesson study and its adaptation in other countries. International Journal for Lesson and Learning Studies, 6(4),

Huang, R., & Li, Y. (2017). Teaching and learning mathematics through variations: Confucian heritage meets western theories. Rotterdam: Sense.

Huang, R., Haupt, M., & Barlow, A. (2017). Developing high-leverage practices as deliberate prac...

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Huang, R., Fang, Y., & Chen, X. (2017). Chinese lesson study and its adaptation in other countries. International Journal for Lesson and Learning Studies, 6(4),

Huang, R., & Li, Y. (2017). Teaching and learning mathematics through variations: Confucian heritage meets western theories. Rotterdam: Sense.

Huang, R., Haupt, M., & Barlow, A. (2017). Developing high-leverage practices as deliberate practice through lesson study. International Journal for Lesson and Learning Studies,  6(4),

Huang, R., Zhang, J., Mok, I., Zhou, Y., Wu, Z., & Zhao, W. (2017). Perceived professional knowledge and competence of mathematics specialists and its development in China. International Journal for Lesson and Learning Studies, 6(4),

Huang, R., & Shimizu, Y. (2016). Improving teaching, developing teachers and teacher developers, and linking theory and practice through lesson study in mathematics: An international perspective. ZDM Mathematics Education, 48 (4), 439-587.

Strutchens, M. E., Huang, R., Losano, L., Potari, D., Cristina de Costa, M., Cyrino, T.,   et al. (2016). The mathematics education of prospective secondary teachers around the world. Berlin: Spring.

Huang, R., Prince, K., & Barlow, A. (2016). The same task, different learning opportunities: An analysis of two exemplary lessons in China and the US from a perspective of variation. The Journal of Mathematical Behavior, 41, 141-158.

Huang, R., Gong, Z., & Han, X. (2016). Implementing mathematics teaching that promotes students’ understanding through theory-driven lesson study. ZDM- Mathematics Education, 48, 425–439.

Huang, R., Ye, L., & Prince, K. (2016). Professional development system and practices of mathematics teachers in Mainland China. In B. Kaur, K. O. Nam, & Y. H. Leong (Eds.), Professional development of mathematics teachers: An Asian Perspective (pp.17-32). New York: Springer

Huang, R., & Han, X. (2015). Developing mathematics teachers’ competence through parallel Lesson study. International Journal for Lesson and Learning Studies, 4(2), 100-117.

Huang, R., Miller, D., & Tzur, R. (2015). Mathematics teaching in Chinese classroom: A hybrid-model analysis of opportunities for students’ learning. In Fan, L., Wong, N. Y., Cai, J., & Li, S (Eds.), How Chinese teach mathematics: Perspectives from insiders (pp. 73-110). Singapore: World Scientific

Huang, R., Prince, K., & Schmidt, T. (2014). Exploration of patterns in a Calendar. Mathematics Teacher, 108 (5), 337-342.

Huang, R., Su, H., & Xu, S. (2014). Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese Lesson Study. ZDM Mathematics Education, 46, 239–251.

Huang, R., & Jaworski, B. (2014). Interactive practices in promoting professional development of didacticians and teachers of mathematics: An international perspective. ZDM Mathematics Education, 46 (2), 173-333.

Huang, R. (2014). Prospective mathematics teachers’ knowledge of algebra: A comparative study in China and the Untied States of America. Wiesbaden Germany: Springer.

Jaworski, B., & Huang, R., (2014). Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching. ZDM Mathematics Education, 46, 173-188.

Li, Y., & Huang, R. (Eds.) (2013). How Chinese teach mathematics and improve teaching. New York: Routledge Taylor & Francis Group.

Huang, R., & Li, Y. (2012). What matters most: A comparison of Chinese expert and novice teachers’ noticing of classroom events? School Science and Mathematics, 112, 420-432.

Huang, R., & Kulm, G. (2012). Prospective middle grade mathematics teachers’ knowledge of algebra for teaching. The Journal Mathematical Behavior, 31, 417–430.

Huang, R., Li, Y., Zhang, J., & Li, X. (2011). Developing teachers’ expertise in teaching through exemplary lesson development and collaboration. ZDM-Mathematics Education, 43 (6-7), 805-817.

Huang, R., & Cai, J. (2011). Pedagogical representations to teach linear relations in Chinese and U.S. classrooms: Parallel or hierarchical. The Journal of Mathematical Behavior, 30, 149–165.

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Research/Scholarly Activity

Co-PI. Project INSPRIE II-Increasing Numeracy with Successful Practices in Instruction with Rigor Embedded (Mathematics and Science Partnership Program). Funded by Tennessee Department of Education ($390,000), 2017-2018.

Co-PI. Project INSPRIE I- Increasing Numeracy with Successful Practices in Instruction with Rigor Embedded (Mathematics and Science Partnership Program). Funded by Tennessee Department of Education ($400,000), 2016-2017.

PI.   Project UnPACK - Unders...

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Co-PI. Project INSPRIE II-Increasing Numeracy with Successful Practices in Instruction with Rigor Embedded (Mathematics and Science Partnership Program). Funded by Tennessee Department of Education ($390,000), 2017-2018.

Co-PI. Project INSPRIE I- Increasing Numeracy with Successful Practices in Instruction with Rigor Embedded (Mathematics and Science Partnership Program). Funded by Tennessee Department of Education ($400,000), 2016-2017.

PI.   Project UnPACK - Understanding Progressions, Assessment and Content Knowledge in Mathematics (Improving Teacher Quality Grant). Funded by Tennessee Higher Education Commission ($75,000), 2015-2016.

Co-PI. Implementing Effective Mathematics Teaching for All Students through Lesson Study. Mathematics and Science Partnership Program. Funded by Tennessee Department of Education ($39,000), 2014-2015.

Co-PI. Project TeAM – Teaching Algebra and More! (Improving Teacher Quality Grant). Funded by Tennessee Higher Education Commission ($75,000), 2013-2014.

PI.    Project - Learning about effective mathematics teaching through comparative studies on mathematics classroom instruction in the U.S. and China. Funded by Faculty Research and Creative Activity Grant Funded ($3,000) by Middle Tennessee State University, 2012-2013.

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