Liang, J., Qi, C., Huang, R.,  Zuo, H., & He, J. (2024). Mathematics teachers' interaction patterns and role changes in online Research-Practice Partnerships: A social network analysis. Computers & Education, https://doi.org/10.1016/j.compedu.2024.105077.(SSCI)

Li, J., Goei, S., & Huang, R. (2024). Unveiling maker mindsets: A journey of rormation and transformation through design thinking-making pedagogy within a lesson study context. Frontiers in Education (Vol. 9, p. 1343492). https://doi.org/10.3389/feduc.2024.1343492 (SSCI)

Huang, R., Weaver, J. C., Matney, G., Huang, X., Wilson, J., & Painter, C.  (2024). Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States. International Journal for Lesson and Learning Studies, 13 (1), 41-55. https://doi.org/10.1108/IJLLS-07-2023-0093 (SSCI).

Esteley, C., Huang, R., Mellone, M., Soto, G., Eden, R., & Coles, A. (2024). Contexts, Forms, and Outcomes of Mathematics Teacher Collaboration. In H. Borko & D. Potari (Eds.), Teachers of Mathematics Working and Learning in Collaborative Groups: The 25th ICMI Study(pp.69-134).  New York: Springer

Ding, M., Huang, R., Beckowski, C. P., Li, X., & Li, Y. (2023). A review of Lesson Study in mathematics education from 2015-2022: implementation and impact. ZDM Mathematics Education. https:/doi.org/10.1007/s11858-023-01538-8.(SSCI)

Ding, M., Huang, R., Beckowski, C. P., Li, X., & Li, Y. (2023). A scoping review of mathematics teachers' learning and professional growth through Lesson Studies. Asian Journal for Mathematics Education, https://doi.org/10.1177/27527263231213406(SSCI)

Huang, R., Bonnesen, C.T., Heath, A.L. and Suh, J.M. (2023). Teacher educator learning to implement equitable mathematics teaching using technology through lesson study.  International Journal for Lesson and Learning Studies, Vol. 12 No. 4, pp. 315-329. https://doi.org/10.1108/IJLLS-05-2023-0049(SSCI)

Huang, R., Helgevold, N., Lang, J., & Jiang, H. (2023). Teacher professional learning through lesson study in virtual and hybrid environments: opportunities, challenges, and future directions. New York, NY: Routledge.  

Ding, R., Huang, R., & Deng, X. (2023). Multiple pathways for developing functional thinking in elementary mathematics textbooks: A case study in China. Educational Studies in Mathematics, https://doi.org/10.1007/s10649-023-10237-w(SSCI)

Huang, X., Huang, R., & Skott, C. K. (2023). Research-informed instruction through lesson study: A case of boundary crossing.  International Journal of Science and Mathematics Education, https://doi.org/10.1007/s10763-023-10371-0. (SSCI)

Huang, X., Huang, R. (2023). Characterizing teachers' collective learning through lesson study as document development: a case study in China. International Journal for Lesson and Learning Studies, 12 (1), 92-105. https://doi.org/10.1108/IJLLS-03-2022-0035 (SSCI)

Huang, R., da Ponte, J.P. & Clivaz, S. (2023). Guest editorial: Networking theories for understanding and guiding lesson study. International Journal for Lesson and Learning Studies, 12 (1), 1-6. https://doi.org/10.1108/IJLLS-01-2023-128.(SSCI)

Huang, X., Huang, R., & Trouche, L. (2023). Teachers’ learning from addressing the challenges of online teaching in a time of pandemic: a case in Shanghai. Educational Studies in Mathematics, 112, 103-121. https://doi.org/10.1007/s10649-022-10172-2 (SSCI)

Weaver, J., Matney, G., Huang, R., Huang, X., Painter, C., & Wilson, J. (2023). Teacher learning Teachers’ learning through a cross-cultural lesson study in China and the USA. In R., Huang, N., Helgevold, J., Lang, & H., Jiang (Eds.), Teacher professional learning through lesson study in virtual/hybrid environments: opportunities, challenges, and future directions (pp.34-50). New York: Routledge.

Huang, R., Helgevold, N., Lang, J., & Jiang, H. (2023). Introduction. In R., Huang, N., Helgevold, J., Lang, & H., Jiang (Eds.), Teacher professional learning through lesson study in virtual/hybrid environments: opportunities, challenges, and future directions (pp.1-16). New York: Routledge

Huang, R., Helgevold, N., Lang, J., & Jiang, H. (2023). Conclusion.  In R., Huang, N., Helgevold, J., Lang, & H., Jiang (Eds.), Teacher professional learning through lesson study in virtual/hybrid environments: opportunities, challenges, and future directions (pp.259-267). New York: Routledge

Fang, Y., Paine, L.,& Huang, R. (2022). Continuity and change: Chinese lesson study redefined in the context of key competencies-based reform. International Journal for Lesson and Learning Studies, 11(2),149-159 https://doi.org/10.1108/IJLLS-04-2022-0057 (SSCI)

Huang, X., Lai, M. Y., & Huang, R. (2022). Teachers’ changes when addressing the challenges in unexpected migration to online mathematics teaching during the COVID-19 pandemic: a case study in Shanghai. ZDM-Mathematics Education, https://doi.org/10.1007/s11858-022-01378-y (SSCI)

Wei G., & Huang, R. (2022). Research-practice partnerships in lesson and learning studies: a review from Asian experiences, Asia Pacific Journal of Education, 42:1, 138-153, DOI: 10.1080/02188791.2022.2031876(SSCI)

Zhao, W., Huang, R., Cao, Y., Ning, R. and Zhang, X. (2022). A teacher's learning of transforming curriculum reform ideas into classroom practices in lesson study in China. International Journal for Lesson and Learning Studies, 11(2),133-146. https://doi.org/10.1108/IJLLS-07-2021-0056 (SSCI)

Qi, C., Cao, C., & Huang, R. (2021). Teacher learning through collaboration between teachers and researchers: A case study in China. Int J of Sci and Math Educ. https://doi.org/10.1007/s10763-021-10241-7(SSCI)

Huang, X., Huang, R.,& Lai, M.Y. (2022), Exploring teacher learning process in Chinese lesson study: a case of representing fractions on a number line.  International Journal for Lesson and Learning Studies, 11(2),121-132. https://doi.org/10.1108/IJLLS-03-2021-0026(SSCI)

Huang, X., Huang, R., & Bosch, M. (2021). Analyzing a teacher’s learning through cross-cultural collaboration: a praxeological perspective of mathematical knowledge for teaching. Educational Studies in Mathematics  107, 427–446  https://doi.org/10.1007/s10649-021-10057-w (SSCI)

Huang, R., Helgevold, N., & Lang, J. (2021). Digital technologies, online learning, and lesson study. International journal for Lesson and Learning Studies, 10(2) 105-117.  https://doi.org/10.1108/IJLLS-03-2021-0018. (SSCI)

Huang, X., Lee, M. Y., & Huang, R. (2021). Teachers’ learning through an online lesson study: An analysis from the expansive learning perspective. The International Journal for Lesson and Learning Studies, 10(2), 202-216.  https://doi.org/10.1108/IJLLS-09-2020-0076(SSCI).

Huang, R., & Cao, Y. M. (2021). The theory and practice of mathematics teachers’ collaborative learning in China: An international perspective.  Journal of Mathematics Education (in Chinese)  (CSSI)

Huang, R., Zhang, Q. Q., & Chen, X. C. (2021). Implementing learning trajectory-based elementary mathematics instruction. Elementary mathematics instruction, 3, 9-12. (in Chinese)

Huang, R., Kimmins, D., Winters, J., & Rushton, G. (2020). Does a technology assisted lesson study approach enhance teacher learning while eliminating obstacles of traditional lesson study? Contemporary Issues in Technology and Teacher Education, 20(4), 618-659. Retrieved February 19, 2021 from https://www.learntechlib.org/primary/p/213827/.

Li, Y., & Huang, R. (Eds.) (2020) (Translated by Xie M. C et al.).  How Chinese teach mathematics and improve teaching. [in Chinese]. Shanghai, China: East China Normal University Press.

Huang, R., & Li, Y. (2020) (Translated by Dong J. G.). Teaching and learning mathematics through variations: Confucian heritage meets western theories. [in Chinese] Shanghai, China: East China Normal University Press.

Li, Y., & Huang, R. (2019) (Translated by Li, J.). How Chinese teacher acquire and improve mathematics knowledge for teaching. [in Chinese]. Shanghai, China: East China Normal University Press.

Huang, R., Zhang, Q., Chang, Y., & Kimmins, D. (2019). Developing students’ ability to solve word problems through learning trajectory-based and variation task-informed instruction. ZDM Mathematics Education, 51(1), 169-181.      

Sun, X. H., Xin, Y. P., & Huang, R. (2019). A commentary survey on the current state of teaching and learning of Whole Number Arithmetic and connections to later mathematical content.ZDM Mathematics Education, 51(1), 1-12 (SSCI)

Huang, R., Takahashi, A., & da Ponte, J. (2019). Theory and Practices of Lesson Study in Mathematics: An international perspective. New York, NY: Springer.

Sun, X., Huang, R. Novotná, J., & Venkat, H.(2019).Whole number arithmetic and its teaching and learning. ZDM- Mathematics Education, 51(1), 1-226.(SSCI)

Strutchens, M. E., Huang, R.,Potari, D., & Losano, L.(2018). Educating prospective secondary mathematics teachers: knowledge, identify, and pedagogical practices. New York: Springer.

Li, Y., & Huang, R.(2018). How Chinese teacher acquire and improve mathematics knowledge for teaching.  Rotterdam: Sense.

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), 270- 395 (SSCI)

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),365-379 (SSCI)

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),321-335.(SSCI)

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.(SSCI)

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.,& 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.(SSCI)

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.(SSCI)

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.(SSCI)

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.(SSCI)

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.(SSCI)

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

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(SSCI)

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.(SSCI)

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 projects:

PI. Project. Collaborative Research: Framework for Integrating Technology (FIT) for Equity (Innovative Technology Experiences for Students and teaches). Funded by National Science Fundation (305,000), 2024-2027

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.

Professional Services:

Invited Speaker, International Congress on Mathematics Education (ICME 14) Shanghai, China, 2021).      

IPC member, ICMI Study 25, Teachers of Mathematics Working and Learning in Collaborative Groups (2018-2020)    

Council member, The World Association of Lesson Studies  (2018-        )

Panelist,  Use of Lesson Study to support quality mathematics teaching. International Congress of Mathematicians 2018, August 1-9, 2018, Rio, Brazil.       

Co-Chair, ICME 13 (Hamburg, Germany 2016), TSG 48 Pre-service mathematics education of secondary teachers.       

Guest Editor, ZDM Mathematics Education(2014, 2016, 2019)

Guest Editor, International Journal for Lesson and Learning Studies (2017, 2021, 2022, 2023)                     

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