Interdisciplinary PhD in Mathematics and Science Education


Dr. Rongjin Huang
Associate Professor
Mathematical SciencesHuang

Phone: (615) 494-7881
Fax: (615) 898-5422
Office Location:
KOM 226F

Education, Ph.D  degree in curriculum and instruction
Master Degree in Mathematics
Bachelor degree in Mathematics

Classroom research, Mathematics teacher education, Comparative studies in mathematics education.


  • Huang, R., Gong, Z., & Han, X. (accepted). Implementing mathematics teaching that promotes students’ understanding through theory-driven lesson study. ZDM-The International Journal on Mathematics Education, 48(3).
  • Huang, R., & Shimizu, Y. (accepted). Improving teaching, developing teachers and teacher developers, and linking theory and practice through lesson study in mathematics: An international perspective. ZDM-The International Journal on Mathematics Education, 48(3).
  • Li, Y., & Huang, R. (Eds.) (In press). How Chinese teacher acquire and improve mathematics knowledge for teaching. Rotterdam: Sense.
  • 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., 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 – The International Journal on Mathematics Education, 46, 239–251
  • Jaworski, B., & Huang, R., (2014). Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching. ZDM -The International Journal on Mathematics Education, 46, 173-188.
  • Huang, R., Li, Y., Kulm, G., & Willson, V. (2014). Relationships between teaching professional rank, course taking, teaching experience and knowledge of algebra for teaching. Research in Mathematics Education, 18(2), 129-149.
  • Huang, R., & Jaworski, B. (Eds.) (2014). Interactive practices in promoting professional development of didacticians and teachers of mathematics: An international perspective. ZDM- The International Journal on 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: Springer Spekturm
  • 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 Mathematics 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- The International Journal on 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.
  • Bednarz, N., Fiorentini, D., & Huang, R. (Eds.). (2011). International approaches to professional development for mathematics teachers. Canada: Ottawa University Press.


  • Guest Editor, ZDM-The International Journal on Mathematics Education, 2014- Present.
  • Co-Chair, ICME 13, TSG 48, Pre-service Mathematics Education of Secondary Teachers, Germany, 2016
  • Chair, Symposiums at AERA 2013, 2014, at NCTM 2011, 2012