University of Colorado Denver College of Liberal Arts and Sciences

Bio

Dr. Rongjin Huang is a mathematics educator. He has worked as a high school mathematics teacher and educator in China for many years. He is a member of Learner’s Perspective Study (a well-known international classroom research project with more than 16 participating countries). His research interests include mathematics classroom research, mathematics teacher education, and comparative mathematics education. He has completed several research projects and published more than thirty journal papers, edited books, and book chapters both nationally and internationally. He has organized and chaired activities at various national, regional and international professional conferences, such as AERA, NCTM, PME, as well as ICME.

Select Publications

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. Doi: 10.1016/j.jmathb, 2011.01.003

Huang, R., & Li, Y. (2011). What matters most: A comparison of Chinese expert and novice teachers’ noticing of classroom events. School Science and mathematics. (in press)

Bednarz, N., Fiorentini, D., & Huang, R. (Eds.). (2011). The professional development of mathematics teachers: Experiences and approaches developed in different countries. Canada: Ottawa University Press. (in press)

Huang, R., Li, Y., & He, X. (2010). What constitutes effective mathematics instruction: A comparison of Chinese expert and novice teachers’ views. Canadian Journal of Science, Mathematics and Technology Education, 10, 293 - 306

Huang, R., & Li, Y. (2010). Research on mathematic classroom instruction. Shanghai: Shanghai Educational Press.

Shimizu, Y., Kaur, B., Huang, R., & Clarke, D. (Eds.). (2010). Mathematical tasks in classrooms around the world. Rotterdam, The Netherlands: Sense.

Huang, R., Peng, S., Wang, L., & Li, Y. (2010). Secondary mathematics teacher professional development in China. In F. K. S. Leung, & Y. Li (Eds.), Reforms and issues in school mathematics in East Asia (pp. 129-52). Rotterdam: Sense.

Huang, R., & Li, Y. (2009). Pursuing excellence in mathematics classroom instruction through exemplary lesson development in China: A case study. ZDM - The International Journal on Mathematics Education, 41, 297–309.

Huang, R., & Bao, J. (2006). Towards a model for teacher’s professional development in China: Introducing keli. Journal of Mathematics Teacher Education, 9, 279-298.

Huang, R., & Leung, F. K.S (2004). Cracking the paradox of the Chinese learners: Looking into the mathematics classrooms in Hong Kong and Shanghai. In L. Fan, N. Y. Wong, J. Cai, &S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp.348-381). Singapore: World Scientific.