計畫諮詢顧問

林福來名譽教授

信箱:foulailin0202@gmail.com
電話:02-2930-7151
傳真:02-2933-2342
聯絡地點:11677台北市文山區汀州路四段88號師大數學館M202室
工作職掌:協助中心各項計畫相關業務諮詢
研究興趣:數學教育

學歷

1965-1969
BS in mathematics, National Taiwan Normal University, Taiwan
國立臺灣師範大學數學學士

1972-1974
MS in mathematics, Fordham University, USA
(美國)復旦大學數學碩士

1974-1976
PhD in mathematics, Fordham University, USA
(美國)復旦大學數學博士

1980-1981
MPhil in mathematics education, University of Cambridge, UK
(英國)劍橋大學數學教育碩士

1987-1988
Research Associate, Cambridge University (UK)
(英國)劍橋大學 研究員

經歷

1976-2022~
國立臺灣師範大學數學系副教授、教授兼系主任、講座教授、名譽教授
Associate Professor, Professor, Chairman, Chair Professor, and Professor Emeritus, Department of Mathematics, National Taiwan Normal University (NTNU)

2020~
遠哲科學教育基金會 董事長
President, Yuan T. Lee Foundation, Science Education for All

2012~
教育部國教署課程推動工作-課程與教學輔導組-數學學習領域輔導群 召集人
Chairperson of the Curriculum & Instruction Consulting Committee on Mathematics, K-12 Education Administration, Ministry of Education

2018
教育部 政務次長
Political Deputy Minister, Ministry of Education (Taiwan)

2013-2017
國立臺灣師範大學數學教育中心 主任
Director, Shi-Ta Institute for Mathematics Education

2002-2012
國際科學與數學教育期刊(IJSME) 主編
Founding Editor-in-Chief, International J. of Science and Mathematics Education

2007-2010
國際數學教育心理學會(PME) 會長
President, International Group of Psychology for Mathematics Education

2002-2006
行政院國家科學委員會(科技部)科學教育發展處 處長
Director General, Department of Science Education, National Science Council, Taiwan

1994-1998
遠哲科學教育基金會 常務董事
Managing Director, Yuan T. Lee Foundation, Science Education for All

1993-1996
科學教育學刊創刊 總編輯
Founder/ Chef Editor, Chinese Journal of Science Education

獲獎

2016
東亞科學教育學會East-Asian Association for Science Education (EASE)
傑出貢獻獎Distinguished Research Award (DRA)

2016
教育部Ministry of Education, Taiwan
服務40年資深優良教師40-years outstanding teacher

2011
中華民國科學教育學會National Association for Science Education, Taiwan
終身成就獎Lifetime Achievement Award

1987、1989、1991、1993
科技部National Science Council,Taiwan
傑出研究獎Distinguished ResearchAward

論文發表

期刊論文 (Journal Publications)

  • Chiu, M. S., Lin, F. L., Yang, K. L., Hasumi, T., Wu, T. J., & Lin, P. S. (2022). The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), em2187.
  • Chang, Y. P. , Lin, F. L. , & Yang, K. L.  (submitted). The Development of a One-day. Workshop for Cultivating Facilitators to Lead Mathematics Lesson Co-preparation of MGA-in-class.
  • 張千惠林福來、 謝佳叡(2023)遊戲式數學活動中盲生學習困難及教師教學策略之探究《教育科學研究期刊
  • Ekawati, R., Rosyidi, A. H., Prawoto, B. P., Prahmana, R. C. I., & Lin, F. L. (2022). Developing a Constructive Conceptual Framework of a Pre-Service Mathematics Teachers’ Content Knowledge Instrument on Space and Shape. Mathematics, 10(1), 137.
  • Yang, K. L., Lin, F. L., & Tso, T. Y. (2021). An Approach to Enactivist Perspective on Learning: Mathematics-Grounding Activities. The Asia-Pacific Education Researcher, 1-10.
  • Wang, T. Y., Lin, F. L., & Yang, K. L. (2021). Success Factors for a National Problem-Driven Program Aimed at Enhancing Affective Performance in Mathematics Learning. ZDM–Mathematics Education, 53(5), 1121-1136.
  • Chang, Y. P., Lin, F. L., & Yang, K. L. (2021) The Development of a Workshop for Cultivating Leaders of Mathematics-Grounding Activities in Class. Educational Designer, 4(14), 1-20. 
  • 謝佳叡 林福來 張千惠 (2021) :<建立鷹架協助重度視障生發展面積與周長概念之探究: 以數學奠基活動「占地圍王」為例>。《科學教育學刊》,第29卷第4期,頁397-421。
  • Strohmaier, A. R., Schiepe-Tiska, A., Chang, Y. P., Müller, F., Lin, F. L., & Reiss, K. M. (2020). Comparing Eye Movements during Mathematical Word Problem Solving in Chinese and German. ZDM-Mathematics Education, 52(1), 45-58. (SSCI)
  • Lin, F. L. (2020). Mathematics Teacher as Learner. Encyclopedia of Mathematics Education, Encyclopedia of Mathematics Education, 585-587.
  • Reiss, K., Obersteiner, A., Heinze, A., Itzlinger-Bruneforth, U., & Lin, F. L. (2019). Large-Scale Studies in Mathematics Education Research. In Traditions in German-Speaking Mathematics Education Research, 249-278. Springer.
  • 陳韻如、楊凱琳、林福來(2018):<國小高年級學生在立方積木三視圖的推理表現>。《臺灣數學教育期刊》,第5卷第1期,頁1-34。
  • Chen, J. C., Lin, F. L., & Yang, K. L. (2018). A Novice Mathematics Teacher Educator-Researcher’s Evolution of Tools Designed for In-service Mathematics Teachers’ Professional Development. Journal of Mathematics Teacher Education, 21(5), 517-539.
  • Lin, F. L., Wang, T. Y., & Chang, Y. P. (2018). Effects of Large-Scale Studies on Mathematics Education Policy in Taiwan Through the Lens of Societal and Cultural Characteristics. ZDM-Mathematics Education, 50(4), 587-600. (SSCI)
  • Lin, F. L., Wang, T. Y., & Yang, K. L. (2018). Description and Evaluation of a Large-Scale Project to Facilitate Student Engagement in Learning Mathematics. Studies in Educational Evaluation, 58, 178-186. (SSCI)
  • Lin, F. L., Yang, K. L., Hsu, H. Y., & Chen, J. C. (2018). Mathematics Teacher Educator-Researchers’ Perspectives on the Use of Theory in Facilitating Teacher Growth. Educational Studies in Mathematics, 98(2), 197-214. (SSCI)
  • Lin, F. L., & Hsu, H. Y. (2018). Using Mathematics-Pedagogy Tasks to Facilitate the Professional Growth of Pre-service Elementary Teachers. In G. J. Stylianides, & K. Hino (Eds.), Research Advances in the Mathematical Education of Pre-service Elementary Teachers: An international perspective, 3-17. Germany: Springer.
  • Lin, F. L. (2018). The Data Makes the Difference: How Chinese Taipei Used TIMSS Data to Reform Mathematics Education. Compass Briefs in Education Number 2. International Association for the Evaluation of Educational Achievement.
  • Gravemeijer, K., Lin, F. L., Stephan, M., Julie, C., & Ohtani, M. (2017). Reconsidering Mathematics Education for the Future. In Proceedings of the 13th International Congress on Mathematical Education, 659-660. Springer.
  • Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L., & Ohtani, M. (2017). What Mathematics Education May Prepare Students for the Society of the Future? International Journal of Science and Mathematics Education, 15(1), 105-123.
  • Lin, F. L., Hsu, H. Y., & Chen, J. C. (2017). Facilitating Professional Growth of Taiwanese In-service Mathematics Teachers through an Innovative School-Based Program. In B. Kaur, O.-N. Kwon, & Y.-H. Leong (Eds.), Professional Development of Mathematics Teachers: An Asian Perspective, 209-222. Singapore: Springer.
  • Chen, J. C., & Lin, F. L. (2017). School-Based In-service Mathematics Teachers’ Professional Development: Designing Diagnostic Conjecturing Activities. In B. Kaur, O.-N. Kwon, & Y.-H. Leong (Eds.), Professional Development of Mathematics Teachers: An Asian Perspective, 223-239. Springer Singapore.
  • Wu, S. C., & Lin, F. L. (2016). Inquiry-Based Mathematics Curriculum Design for Young Children-Teaching Experiment and Reflection. Eurasia Journal of Mathematics, Science & Technology Education, 12(4), 843-860.
  • Yang, K. L., Hsu, H. Y., Lin, F. L., Chen, J. C., & Cheng, Y. H. (2015). Exploring the Educative Power of an Experienced Mathematics Teacher Educator-Researcher. Educational Studies in Mathematics, 89(1), 19-39. (SSCI)
  • Ekawati, R., Lin, F. L., & Yang, K. L. (2015). Developing an Instrument for Measuring Teachers’ Mathematics Content Knowledge on Ratio and Proportion: A Case of Indonesian Primary Teachers. International Journal of Science and Mathematics Education, 13(1), 1-24. (SSCI)
  • Ekawati, R., Lin, F. L., & Yang, K. L. (2015). Primary Teachers’ Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia. Eurasia Journal of Mathematics, Science & Technology Education11(3). 513-533. (SSCI)
  • Karp A. (2014) Interview with Fou-Lai Lin. The International Journal for the History of Mathematics Education (IJHME), 9 (1), 71-88.
  • Lin, F. L., & Hsu, H. Y. (2013). Creating Opportunity for Mathematics Gifted Students to Learn in Mixed-ability Classroom. 한국수학교육학회 학술발표논문집, 2013, 25-35.
  • Chin, E. T., & Lin, F. L. (2013). A Survey of the Practice of a Large-scale Implementation of Inquiry-based Mathematics Teaching: from Taiwan’s Perspective. ZDM: The International Journal on Mathematics Education. 45(6), 919-923.
  • Huang, C. H., & Lin, F. L. (2013). Using Activity Theory to Model the Taiwan Atayal Students’ Classroom Mathematical Activity. International Journal of Science and Mathematical Education, (11)1, 213-236.
  • Chang, Y. P., Reiss, K., & Lin, F. L. (2012). Mathematical Proof in German and Taiwanese Textbooks: A Perspective on Geometry at the Lower Secondary School. In Tagung des Arbeitskreises Psychologie und Mathematikdidaktik der GDM, 1, 181–184, Weingarten, Germany.
  • Lin, F. L. (2012). Editorial Transition to the Second Decade of IJSME. International Journal of Science and Mathematics Education, 10(2), 237-240.
  • 楊凱琳、林福來、蕭志如(2012):<數學建模評量規準之研究>。《科學教育學刊》,第20卷第4期,頁319-342。
  • Yang, K. L., & Lin, F. L. (2012). Effects of Reading-Oriented Tasks on Students’ Reading Comprehension of Geometry Proof. Mathematics Education Research Journal, 24(2), 215-238.
  • 李源順、林福來、陳美芳(2012):<理論與實務持分者對不同身分國小教師所需數學教學專業知能觀點之比較研究>。《科學教育學刊》,第20卷第6期,頁539-562。
  • 李源順、林福來、藍珍梅、王品心、鄭雙慧、洪思雅(2010):<國小四年級數學教學錄影研究>。《科學教育學刊》,第18卷第1期,頁63-84。
  • Lim, L. L., Tso, T. Y., & Lin, F. L. (2009). Assessing Science Students’ Attitudes to Mathematics: A Case Study on a Modeling Project with Mathematical Software. International Journal of Mathematical Education in Science and Technology, 40(4), 441-453.
  • Lin, C. J., Hung, P. H., Lin, S.W., Lin, B. H., & Lin, F. L. (2009). The Power of Learning Goal Orientation in Predicting Student Mathematics Achievement. International Journal of Science and Mathematics Education, 7(3), 551-573.
  • Gal, H., Lin, F. L. & Yang, J. M. (2009). Listen to the Silence: The Left-behind Phenomenon as Seen Through Classroom Videos and Teachers’ Reflections. International Journal of Science and Mathematics Education, 7(2), 405-429.
  • 楊凱琳, & 林福來. (2009) :<自我評估幾何證明閱讀理解的程度與讀不懂時持續閱讀的意願之關聯性>。《臺東大學教育學報》,第20卷第2期,頁117-135。
  • Heinze, A., Cheng, Y.H., Ufer, S., Lin, F.L., & Reiss, K. (2008). Strategies to Foster Students’ Competencies in Constructing Multi-steps Geometric Proofs: Teaching Experiments in Taiwan and Germany. ZDM- Mathematics Education, 40, 443-453.
  • 李源順、林福來、呂玉琴、陳美芳(2008):<小學教師數學教學發展標準之探究:學者的觀點>。《科學教育學刊》,第16卷第6期,頁627-650。
  • 黃志賢、林福來(2008):<利用活動理論分析台灣泰雅族國中生的數學學習並設計教學活動>。《科學教育學刊》,第16卷第2期,頁147-169。
  • Yang, K. L., & Lin, F. L. (2008). A Model of Reading Comprehension of Geometry Proof. Educational Studies in Mathematics, 67(1), 59-76.
  • Yang, K. L., Lin, F. L., & Wang, Y. T. (2008). The Effects of Proof Features and Question Probing on Understanding Geometry Proof. Contemporary Educational Research Quarterly, 16(2), 77-100.
  • Lin, F. L., & Yang, K. L. (2007). The Reading Comprehension of Geometric Proofs: The Contribution of Knowledge and Reasoning. International Journal of Science and Mathematics Education, 5(4), 729-754.
  • Lin, F. L. (2007). Promoting a Bilateral Collaboration Program in Science Education: Issues and Actions. Journal of Science Education in Japan, 31(1), 12-21.
  • Lin, F. L., Yore, L. D., & Yore, S. A. (2007). Mentoring Makes a Difference. International Journal of Science and Mathematics Education, 5(2), 187-191.
  • Stavy, R., Babai, R., Tsamir, P., Tirosh, D., Lin, F. L., & McRobbie, C. (2006). Are Intuitive Rules Universal? International Journal of Science and Mathematics Education, 4(3), 417-436.
  • Lin, F. L., & Yang, K. L. (2005). Distinctive Characteristics of Mathematical Thinking in Non-modelling Friendly Environment. Teaching Mathematics and its Applications: An International Journal of the IMA, 24(2-3), 97-106.
  • Adler, J., Ball, D., Krainer, K., Lin, F. L., & Novotna, J. (2005). Reflection on an Emerging Field: Researching Mathematics Teacher Education. Educational Studies in Mathematics, 60(3), 359-381.
  • Lin, F. L., Yang, K. L., & Chen, C. C. (2004). The Features and Relationships of Reasoning, Proving and Understanding Proof in Number Patterns. International Journal of Science and Mathematics Education, 2(2), 227-256.
  • 李源順、林福來(2003):<實習教師的學習:動機、身份與反思互動下的成長>。《科學教育學刊》,第11卷第1期,頁1-25。
  • Lin, F. L., & Yang, K. L. (2002). Defining a Rectangle under a Social and Practical Setting by Two Seventh Graders. ZDM-Mathematics Education, 34(1), 17-28.
  • Chin, C., & Lin, F. L. (2001). Mathematics Teacher’s Pedagogical Value Clarification and Its Relationship to Classroom Teaching. Proceedings of the National Science Council, Part D: Mathematics, Science, and Technology Education, 11(3), 114-125.
  • 張淑玲、林福來. (2001):<一位實習教師的專業社會化歷程>。《師大學報:科學教育類》,第46卷第1&2期,頁 65-87。
  • 金鈐、林福來(2001):<數學教師教學價值的釐清及其與教室教學之間的關係>。《科學教育學刊》。第11卷1期,頁114-125。
  • 李源順、林福來(2000):<數學教師的專業成長:教學多元化>。《師大學報:科學教育類》,第45卷第1期,頁1-25。
  • Chin, C., & Lin, F. L. (2000). A Case Study of a Mathematics Teacher’s Pedagogical Values: Using of a Methodological Framework of Interpretation and Reflection. Proceedings of the National Science Council, Part D: Mathematics, Science, and Technology Education, 10(2), 90-101.
  • Lin, F. L. (2000). Making Sense of Mathematics Teacher Education. Journal of Mathematics Teacher Education, 3(2), 183-190.
  • Lin, F. L., & Tsao, L. C. (1999). EXAM MATH re examined, in C. Hoyles, C. Morgan, & G. Woodhouse (Eds.), Rethinking Mathematics Curriculum (Chap.18), 228-239. The Falmer Press.
  • 李源順、林福來(1999):<校內數學教師專業發展的互動模式>。《師大學報:科學教育類》,第43卷第2期,頁1-23。
  • 金鈐、林福來(1998):<準數學教師學習教學之前的教學觀念及其緣起>。《科學教育學刊》,第6卷第3期,頁219-254。
  • 陳英娥、林福來(1998):<數學臆測的思維模式>。《科學教育學刊》,第6卷第2期,頁191-218。
  • 林福來、鄭英豪(1997):<反證法論證原理的探究性教學>。《科學教育學刊》,第5卷第4期,頁557-591。
  • 林福來、黃敏晃、呂玉琴(1996):<分數啟蒙的學習與教學之發展性研究>。《科學教育學刊》,第4卷第2期,頁161-196。
  • 林福來、黃敏晃(1993):<分數啟蒙課程的分析、批判與辯證>。《科學教育學刊》,第1卷第1期,頁1-27。
  • 林福來、黃敏晃、呂玉琴(1992):<師院新生的初等數學能力>。《國教學報》, 第4期,頁1-21。
  • 林福來(1987):<數學教育的問題與研究>。《科學教育月刊》,第18卷第7期,頁494-496。
  • 林福來(1987):<數學教育研究的趨勢>。《科學發展》,第15卷第10期,頁1354-1363。
  • Lin, F. L. (1988). Societal differences and their influences on children’s mathematics understanding. Educational Studies in Mathematics, 19, 471-497.
  • Lin, F. L. (1983). Textbooks as the source of learning mathematics. Journal of National Taiwan Normal University, 28, 553-582. http://140.122.100.145/ntnuj/j28/j28 18.pdf
  • Lin, F. L. (1980). Note on embeddable dihedral groups of automorphisms of Riemann Surfaces. Journal of National Taiwan Normal University, 25. http://www.ord.ntnu.edu.tw/ntnuj/j25/j25 13.pdf
  • Lin, F. L. (1980). On cyclic automorphism groups of Riemann Surfaces and theta functions. Chinese Journal of Mathematics. 8(1), 93-104.
  • Lin, F. L. (1979). Conformal symmetric embeddings of compact Riemann Surfaces. Tamkang Journal of Mathematics. 10(1), 97-103.
  • Lin, F. L. (1979). Embeddable dihedral groups of Riemann Surfaces. Chinese Journal of Mathematics. 7(2), 133-152.

研討會論文 (International Conference)

  • Chang, Y. P., Lin, F. L., & Yang, K. L. (2020, February 3-7). A Mathematics Teacher’s Learning in Design-Based Research: The Brokering Supports through Different Collaborative Groups. In H. Borko and D. Potari (Eds.), Proceedings of the 25th International Commission on Mathematical Instruction Study Conference: Teachers of mathematics working and learning in collaborative groups. 597-604. ICMI Study 25: Lisbon, Portugal.
  • Wang, T. Y., Yang, K. L., Wu, L. T., & Lin, F. L. (2018, July 3-8). Design and Evaluation of a Workshop to Develop Teachers’ Competence in Designing Mathematical Grounding Activities. Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. 5, 189. PME 42: Umea, Sweden.
  • Schiepe-Tiska, A., Müller, F., Strohmaier, A., Chang, Y.-P., Lin, F.-L., & Reiss, K. (2017, September 11-14). Eyequest-crosscultural Comparison of Eye Movements and Self-reports. The 1st RC33 Regional Conference on Social Science Methodology: Asia.
  • Chen, J. C., Lin, F. L., Cheng, Y. H., & Hsu, H. Y., (2017, July 17-22). A Study of Tensions Encountered in Design-based Professional Development. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. 1, 177. PME 41: Singapore.
  • Chang, Y. P., Lee, Y. S., & Lin, F. L. (2017, July 17-22). The Investigation of Mathematics Teachers’ Perspectives on Learning Tasks and Activities for Grounding Students’ Mathematical Concepts. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. 2, 10. PME 41: Singapore.
  • Chen, Y. Z., & Lin, F. L. (2017, July 17-22). Decoding Orthogonal Views of Cubes: Analyzing and Elaborating Students; Behaviors. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. 2, 13. PME 41: Singapore.
  • Wang, T. Y., Cheng, Y. H., Hsieh, C. J., & Lin, F. L. (2017, July 17-22). Developing Competence in Task Design in A Math Teacher Professional Development Program. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. 2, 88. PME 41: Singapore
  • Chang, Y. P., Lin, F. L., Wu, C. J., Cheng, Y. H., Yang, K. L., & Yang, C. H. (2016, August 3-7). Does Reading Purpose of Geometry Texts Influence 7th Graders Learning Geometry by Reading? Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, 1, 130. PME 40: Szeged, Hungary.
  • Yang, K. L., Lin, F. L., Wu, C. J., Cheng, Y. H., Su, Y. W., Chang, Y. P. (2016, August 3-7). A Framework for Investigating Principles of Designing Geometric Texts. Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. 1, 270. PME 40: Szeged, Hungary.
  • Chen, J. C., Lin, F. L., Cheng, Y. H., & Hsu, H. Y. (2016, August 3-7). Validating Design Principles of Diagnostic Conjecturing Teaching. Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, 1, 132. PME 40: Szeged, Hungary.
  • Chen, J. C., Lin, F. L., Cheng, Y. H., & Hsu, H. Y. (2016, August 3-7). The Communicability of Figure Signaling for Geometric Problem Solving. Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. 1, 342. PME 40: Szeged, Hungary.
  • Lin, F. L., & Hsu, H. Y. (2016). Using Mathematics-Pedagogy Tasks to Facilitate Professional Growth of Elementary Pre-service Teachers. Paper presented at the 13th International Congress on Mathematical Education (ICMI-13). Germany: Hamburg.
  • Wu, S. C., Chang, Y. L., & Lin, F. L. (2016). Inquiry-Based Mathematics Activity Designing for Children. The13th International Congress of Mathematical Education, ICME 13: Hamburg, Germany.
  • Lin, F. L., Yang, K. L., & Wang, T. Y. (2016, July 24-31). Transformative Cascade Model for Mathematics Teacher Professional Development. Proceedings of the 13th International Congress of Mathematical Education, 1, 1-8. ICME 13: Hamburg, Germany.
  • Lin, F. L., Yang, K. L., & Chang, Y. P. (2016, September 24-31). Designing a Competence-Based Entry Course for Prospective Secondary Mathematics Teachers. The13th International Congress of Mathematical Education. ICME 13: Hamburg, Germany.
  • Gravemeijer, k., Lin, F. L., Julie, C., Ohtani, M., & Stephan, M. (2016, September 24-31). What Mathematics Education will Prepare Students For the Society of the Future? Proceedings of the 13th International Congress of Mathematical Education, ICME 13: Hamburg, Germany.
  • Lin, F. L., Chang, Y. P., & Yang, K. L. (2016, September 24-31). APOS Theory applied to identify key challenges for improving prospective mathematics teachers’ teaching. The 13th International Congress on Mathematics Education, ICME 13: Hamburg, Germany.
  • Chen, J. C., Lin, F. L., Hsu, H. Y., & Cheng, Y. H. (2014, July 15-20). Integration of Conjecturing and Diagnostic Teaching: Using Proceduralized Refutation Model as Intermediate Framework. Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, 6, 38. PME/PME-NA: Vancouver, Canada.
  • Lin, F. L., Yang, K. L., Chang, Y. P., & Hsu, H. Y. (2014, July 15-20). The Perceived Efficacy of the Course for Advancing Prospective Teachers’ Understanding of Students’ Mathematics Understanding. Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, 6, 154. PME/PME-NA: Vancouver, Canada.
  • Lin, F. L., Yang, K. L., Hsu, H. Y., & Chen, J. C. (2014, July 15-20). Using Theoretical Principles in the Evaluation of Teachers’ Task Design for Conjecturing. Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, 6, 155. PME/PME-NA: Vancouver, Canada.
  • Lin, F. L., Tsamir, P., Tirosh, D., & Levenson, E. (2013, July 28-August 2). Windows to Early Childhood Mathematics Education. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. 1, 125-128. PME 37: Kiel, Germany.
  • Lin, F. L., Chen, J. C., Hsu, H. Y., Yang, K. L., & Wu, R. H. (2013, July 28-August 2). Elaborating Stages of Teacher Growth in Design-Based Professional Development. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. 3, 265-272. PME 37: Kiel, Germany.
  • Chen, J. C., Lin, F. L., Hsu, H. Y., Liao, H. I., & Yang, K. L. (2013, July 28-August 2). Teacher Growth through Designing =1 Task. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, 5, 40. PME 37: Kiel, Germany.
  • Yang, K. L., Lin, F. L., Hsu, H. Y., Chen, J. C., & Cheng, Y. H. (2013, July 28-August 2). A Case Study of Educative Power. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, 5, 198. PME 37: Kiel, Germany.
  • Lin, F. L., & Hsu, H. Y. (2013). Creating Opportunity for Mathematics Gifted Students to Learn in Mixed-ability Classroom. Paper presented the 2013 International Conference of Mathematics Education on Creativity and Giftedness. Seoul, Korea.
  • Chang, Y. P., Lin, F. L., & Reiss, K. (2013, July 22-26). How Do Students Learn Mathematical Proof? A Comparison of Geometry Designs in German and Taiwanese Textbooks. In C. Margolinas et al. (Eds.), Proceedings of the 22nd International Commission on Mathematical Instruction Study Conference: Task Design in Mathematics Education, 303–311, ICMI Study 22: Oxford, United Kingdom.
  • Chang, Y. P., Lin, F. L., & Reiss, K. (2013, December 12-14). Opportunities to Learn Geometry Proofs: A Comparison on German and Taiwanese Mathematics Textbooks. Proceedings of the 29th Annual International Conference of Association of Science Education Taiwan: Science and Mathematics Manpower Cultivation: Key Literatices for the 21st Century. ASET 29: Changhua, Taiwan.
  • Chang, Y. P., Lin, F. L., & Reiss, K. (2012, July 18-22). Learning Opportunities for Mathematical Proof: The Presentation of Geometry Problems in German and Taiwanese Textbooks. In Tso, T. Y. (Ed), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, 1, 224, PME 36: Taipei, Taiwan.
  • Lin, F. L., Chen, J. C., Hsu, H. Y., Yang, K. L., Chen, Y. R., & Ekawati, R. (2012, July 18-22). Growth Stages for Instruction-Design Teachers. In Tso, T. Y. (Ed), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, 1, 247. PME: Taipei, Taiwan.
  • Hsu, H. Y., Lin, F. L., Chen, J. C., & Yang, K. L. (2012, July 18-22). Elaborating Coordination Mechanism for Teacher Growth in Profession. In Tso, T. Y. (Ed), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, 2, 299-306. PME 36: Taipei, Taiwan.
  • Lin, F.-L., Chen, J.-C., Hsu, H.-Y., & Yang, K.-L. (2012). Elaborating a Framework for Teacher Growth in Profession. Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, PME 36: Taipei, Taiwan.
  • Yang, K. L., Lin, F. L., & Hsu, H. Y. (2012). A Task for Understanding and Enhancing Pre-service Teachers’ Knowledge for Teaching. paper presented in the ATE (Associations of Teacher Educator) 2012 Conference, Texas, U.S.A.
  • Lin, F. L., Chen, J. C., Yang, K. L., & Hsu, H. Y. (2012) Mathematics Teachers’ Professional Development through Designing Task Sequences: Integrating Conjecturing Activities into Diagnostic Teaching. paper presented in the ATE (Associations of Teacher Educator) 2012 Conference, Texas, U.S.A.
  • Lin, F. L., Hsu, H. Y., Yang, K. L. & Chen, J. C. (2012). Elaborating a 3X3 Framework for Professional Development Growth of Teachers. Paper presented in the ATE (Associations of Teacher Educator) 2012 Conference, Texas, U.S.A.
  • Lin, F. L., Hsu, H. Y., & Chen, J. C. (2012). Three Issues on Practice and Research for Professional Development. paper presented in the ATE (Associations of Teacher Educator) 2012 Conference, Texas, U.S.A.
  • Chang, Y. P., Ufer, S., Reiss, K., & Lin, F. L. (2011). An overview on German and Taiwanese Textbooks Building Mathematical Proof in Secondary School: A Geometry Content Analysis. In National Academy for Educational Research (Ed.), Proceedings of International Conference on Textbook Development, 161-181, Taipei, Taiwan.
  • Lin, F. L., Hsu, H. Y., Yang, K. L., Chen, J. C., & Lee, K. W. (2011, November 2-6). Adventuring Through Big Problems as Means of Innovations in Mathematics Education. In APEC-Ubon Ratchathani International Symposium: Innovation on Problem Solving-Based Mathematics Textbooks and E-Textbooks, Ubon Ratchathani, Thailand.
  • Chen, J. C., Lin, F. L, Hsu, H. Y., & Yang, K. L. (2011, July 10-15). A Framework for Evaluating Thinking of Teachers in Designing Task Sequences. In Ubuz, B. (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, 1, 277. PME 35: Ankara, Turkey.
  • Lin, F. L., Yang, K. L., Chen, J. C., & Hsu, H. Y. (2011, July 10-15). Conceptualizing Educative Power of Researcher-Educator. In Ubuz, B. (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. 1, 351. PME: Ankara, Turkey.
  • Lin, F. L. (2010, July 18-23). Mathematical Tasks Designing for Different Learning Settings. Proceedings of the 34th Conferences of the International Group for the Psychology of Mathematics Education. 1, 83-96, PME 34: Belo Horizonte, Brazil.
  • Lee, Y. S., Lin, F. L., Lee, W. L., Wu, T. F., Hsu, S. F., & Ma, H. Y. (2010, July 18-23). The National Survey on Taiwanese Fourth-grade Mathematics Classrooms. In M. M. F. Pinto, & T. F. Kawasaki, (Eds.). Proceedings of the 34th Conferences of the International Group for the Psychology of Mathematics Education.4, 329-336, PME 34: Belo Horizonte, Brazil.
  • Lin, F. L. (2010). Ambiguity of Factors Contributing to Students Performance on International Assessment. CICS Roundtable Meeting, National Institute of Education, Singapore, 17 February.
  • Yang, K. L., & Lin, F. L. (2009, July 19-24). Designing Innovative Worksheets for Improving Reading Comprehension of Geometry Proof. Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, 5, 377-384. PME:  Thessaloniki, Greece.
  • Chin, E. T., Liu, C. Y., & Lin, F. L. (2009, May 10-15). Taiwanese Junior High School Students’ Proof Conceptions in Algebra. In, F. L. Lin, F. J. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proceedings of the 19th International Commission on Mathematical Instruction Study Conference: Proof and Proving in Mathematics Education. 1, 118-123. ICMI Study 19: Taipei, Taiwan.
  • Cheng, Y. H., & Lin, F. L. (2009, May 10-15). Developing Learning Strategies for Enhancing below Average Students’ Ability in Constructing Multi-Steps Geometry Proof. In, F. L. Lin, F. J. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proceedings of the 19th International Commission on Mathematical Instruction Study Conference: Conference: Proof and Proving in Mathematics Education. 1, 124-129. ICMI Study 19: Taipei, Taiwan.
  • Yang, K. L., & Lin, F. L. (2009, May 10-15). Reading Perspective on Learning Mathematical Proofs. In, F. L. Lin, F. J. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proceedings of the 19th International Commission on Mathematical Instruction Study Conference: Proof and Proving in Mathematics Education. 2, 274-279. ICMI Study 19: Taipei, Taiwan.
  • Lin, F. L. (2009, October 22-24). Promoting and Implementing Education Policy. Congress Paradigms in Mathematical Education for the 21st Century, Valencia, Spain.
  • Yang, K. L., Lin, F. L., & Wu, J. D. (2008, July 17-21). Re-investigating Characteristics of Mathematical Conjecturing. Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education, 1, 369. PME 32: Morelia, Mexico.
  • Lin, F. L. (2008, January 15). Conjecturing as a pivot of mathematics learning. Cinvestav, Mexico.
  • 楊凱琳、林福來、蕭志如(2008)。概念化數學建模表現的評量規準。中華民國第二十四屆科學教育年會論文發表,彰化:國立彰化師範大學,12月18-20日。
  • Chen, I. E., & Lin, F. L. (2008, July 17-21) Types of Secondary Students’ Conjectures on The Consecutive Numbers Problem. In the 32nd Conference of the International Group for the Psychology of Mathematics Education. 1, 244. PME 32: Morelia, Mexico.
  • Cheng, Y. H., & Lin, F. L. (2008, July 17-21). A study on left behind students for enhancing their competence of geometry argumentation. In the 32nd Conference of the International Group for the Psychology of Mathematics Education. 2, 305-312. PME 32: Morelia, Mexico.
  • Lin, F. L. (2007, November 11-16). Participating in developing curriculum for integrating emerging science and technology as a strategy for in-service teachers’ authentic professional development – the case of Gau-Jan Program in Taiwan. Professional Development of Mathematics Teachers – Research and Practice from an International Perspective, MFO, Germany.
  • Yang, K. L., & Lin, F. L. (2007, April 9-13). Accommodating Mathematics Teachers to Different Hypothetical Learning Trajectories. Poster presented in the American Educational Research Association: The World of Educational Quality, AERA: Chicago, Illinois, USA.
  • Chen, C. Y., Lin, B., Lin, F. L., & Chang, Y. P. (2007, July 8-13). Mathematical Classification Learning Activities for Shapes Recognition – Triangles as An Example. In J. H. Woo, K. S. Park & D. Y. Seo (Eds.), Proceeding of the 31st Conference of the International Group for the Psychology of Mathematics Education, 1, 204. Seoul, Korea: PME.
  • Chen, I. E., & Lin, F. L. (2007, July 8-13). Using False Statement as A Starting Point to Foster Conjecturing. In J. H. Woo, K. S. Park & D. Y. Seo (Eds.), Proceeding of the 31st Conference of the International Group for the Psychology of Mathematics Education, 1, 205. Seoul, Korea: PME.
  • Yang, K. L., Lin, F. L., & Wang, Y. T. (2007, July 8-13). Reading Strategies for Comprehending Geometry Proof. In J. H. Woo, K. S. Park & D. Y. Seo (Eds.), Proceeding of the 31st Conference of the International Group for the Psychology of Mathematics Education, 1, 333. Seoul, Korea: PME.
  • Cheng, Y. H., & Lin, F. L. (2007, July 8-13). The Effectiveness and Limitation of Reading and Coloring Strategy in Learning Geometry Proof. In J. H. Woo, K. S. Park & D. Y. Seo (Eds.), Proceeding of the 31st Conference of the International Group for the Psychology of Mathematics Education, 2, 113-120. Seoul, Korea: PME.
  • Liu, C., Lin, F. L., & Dai, C. N. (2006, July 16-21). New Approach of Neurocognition in Mathematical Education Research and Further Implications. In J. Novotna, H. Moraova, M. Kratka & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, 1, 286. PME 30: Prague, Czech Republic.
  • Liu, C., Lin, F. L., Kuo, W., & Hou, I. L. (2006, July 16-21). Further Insights into the Proportion Reasoning and the Ratio Concept. In J. Novotna, H. Moraova, M. Kratka & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, 1, 406. PME 30: Prague, Czech Republic.
  • Cheng, Y. H., & Lin, F. L. (2006, July 16-21). Using Reading and Coloring to Enhance Incomplete Prover’s Performance in Geometry Proof. In J. Novotna, H. Moraova, M. Kratka & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, 2, 289-296. PME 30: Prague, Czech Republic.
  • Gal, H., Lin, F. L., & Ying, J. M. (2006, July 16-21). The Hidden Side in Taiwanese Classrooms – Through the Lens of PLS in Geometry. In J. Novotna, H. Moraova, M. Kratka & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, 3, 145-152. PME 30: Prague, Czech Republic.
  • Yang, K. L., Lin, F. L., & Wu, C. D. (2006) Relationship between character recognition of mathematics descriptions and specialized abilities in students. 22nd Science Education Seminar of R.O.C., Taiwan National Normal University, 15, December 2006.
  • Yang, K. L., Lin, F. L., & Wang, Y. T. (2006) Discussion of the understanding traits on interpreting proofs. 22nd Science Education Seminar of R.O.C., Taiwan National Normal University, 15, December 2006.
  • Lin, F. L. (2006, December 2-7). Designing Mathematics Conjecturing Activities to Foster Thinking and Constructing Actively. Proceedings at the Keynote Address in the APEC-TSUKUBA International Conference, Tokyo & Sapporo, Japan.
  • Lin, F. L., & Wu Yu, J. Y. (2005, July 20-23). False Proposition as A Means for Making Conjectures in Mathematics Classrooms. Paper presented at the Invited speech in the 4th Asian Mathematical Conference (AMC), Singapore.
  • Cheng, Y. H., & Lin, F. L. (2005, August 23-27). One More step towards acceptable proof. Paper is accepted to present in European Association for Research on Learning and Instruction, EARLI: Nicosia, Cyprus.
  • Cheng, Y. H., & Lin, F. L. (2005, August 23-27). One More step towards acceptable proof. Paper is accepted to present in European Association for Research on Learning and Instruction, EARLI: Nicosia, Cyprus.
  • Yang, K. L., & Lin, F. L. (2005, August 23-27). A Model of Reading Comprehension on Geometry Proof. Paper is accepted to present in EARLI, Nicosia, Cyprus.
  • Yang, K. L., & Lin, F. L. (2005, April 11-15). Facets on Reading Comprehension of Geometric Proofs. Poster presented in the American Educational Research Association: The World of Educational Quality, AERA: Montreal, Canada.
  • Lin, F.L., (2005, July 10-15), Modeling Students’ Learning on Mathematical Proof and Refutation. Proceedings of the 29th Conference of International Group for the Psychology of Mathematics Education, 1, 3-18. Melbourne, Australia: PME.
  • Lin, F. L., & Yang, K. L. (2004). Distinctive Charateristics of Mathematical Thinking in a non-modeling friendly environment, Paper presented in ICME-10 on TSG20: Mathematical applications and modelling in the teaching and learning of mathematics, Denmark, July 5-11.
  • Lin, F. L., & Yang, K. L. (2004, July 14-18). Differentiation of Students’ Reasoning on Linear and Quadratic Number Patterns. Profceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education. 4, 457-464. PME 28: Bergen, Norway.
  • Lin, F. L. (2003). Issues of Integrating Mathematics into Pedagogical Knowledge. Korea conference. Korea, Feb 22
  • Lin, F. L., Yu, J. Y. W., & Lee, Y. S. (2003). Students’ understanding of proof by contradiction. PME 27, vol. 4, 443-450.
  • Lin, F. L. (2003). Conceptualizing Mathematics Concept Development: Mathematicians and Maths Educators as Co-learners. International Conference on Science & Mathematics Learning. plenary speech, Taiwan, December 16-18
  • Lin, F. L., Lee, Y. S., & Yu, J. Y. W. (2002). Students’ understanding of proof by contradiction. 2002 International Conference on Mathematics: Understanding Proving and Proving to understand. 115-142.
  • Lin, F. L. (2002).Designing Activities Diagnostically and Creatively for Understanding Proving.Paper presented in Conference.Taiwan,Nov 16-19.
  • Lin, F. L., & Chen, I. E. (2002). The evolution of a student teacher’s pedagogical views about teaching mathematics proof. Paper presented in PME 26, Norwich, UK, July 21-26.
  • Lin, F. L., & Yang, K. L. (2002). Defining a rectangle under a social and practical setting by two seventh graders. Zentalbatt fur Didaktik der Mathematik, v34(1), 17-28.
  • Tsamir, P., Lin, F. L., & Stavy, R. (2001). Investigating the Influence of the Intuitive Rules in Israel and in Taiwan. In V. D. Heuvel-Panhuizen, (Eds.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, 4, 311-318.
  • Chin, C., & Lin, F. L. (2001). Value-Loaded Activities in Mathematics Classroom. In V. D. Heuvel-Panhuizen, (Eds.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, 2, 249-256.
  • Chin, C., & Lin, F. L. (2000). Values and Values statement Emerged in students’ preferences on Test Items: A case study from Mathematical Induction, Paper presented on A Satellite Meeting of ICME-9, History in Mathematics Education: Challenges for a New Millennium, Taipei, Taiwan.
  • Lin, F. L. (2000). Taiwanese Research Program on Values in Mathematics    Education, Paper presented on A Satellite Meeting of ICME-9, History in Mathematics Education: Challenges for a New Millennium, Taipei, Taiwan.
  • Lin, F. L., Lew, H. C., Reiss, K., & Matsushita, K. (2000). TSG 13: Mathematical Learning and Cognitive Process. Proceedings of the 9th International Congress on Mathematical Education.
  • Lin, F. L. (2000). Investigating Local Learning Issues in Mathematics Education from an International Perspectives, A Keynote Speech on 2nd International Conference on Science, Mathematics and Technology Education. January, Taipei, Taiwan.
  • Lin, F. L. (2000), A sketch of Taiwan Mathematics Education, Paper Presented in the 9th International Congress on Mathematical Education, Tokyo, Japan.
  • Leu, Y. C., & Lin, F. L. (2000). A Review on Teacher Education Research projects Brought About by the Elementary Mathematics Curriculum Reform in Taiwan, paper presented in the 9th International congress on Mathematics Education, Tokyo, Japan.
  • Chen, I. E., & Lin, F. L. (2000). A Thinking Model of Mathematics Conjecturing, In Nakahara T & Koyama M.(eds.), Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education, 1, 147.
  • Lin, F. L. (2000). An Approach for Developing well-tested, Validated Research of Mathematical Learning and Teaching, A plenary Panelist, in Nakahara T & Koyama M. (eds.), Proceedings of the 24th conference of the International Group for the Psychology of Mathematics Education, 1, 84-88.
  • Lin, F. L., & Chen, M. F. (1999). Professional development of mathematics teachers: a construct of developmental path and mechanism. Paper presented at International Conference on Mathematics Teacher Education, Taipei, Taiwan, 10-14 May.
  • Lin, F. L., & Wu, C.-J. (1999). From dynamic interview to reflective constructing. Paper presented at International Conference on Mathematics Teacher Education, Taipei, Taiwan, 10-14 May.
  • Chin, C., & Lin, F. L. (1999). One mathematics teacher’s pedagogical values: intended, implemented, and self-phased. Paper presented at International Conference on Mathematics Teacher Education, Taipei, Taiwan, 10-14 May.
  • Chin, C., & Lin, F. L. (1999). Characterising a value-oriented mathematics teaching. Paper presented at International Conference on Mathematics Teacher Education, Taipei, Taiwan, 10-14 May.
  • Lin, F. L., & Chin, C. (1998). Study on values in mathematics education in Taiwan. Paper presented at PME 22, Stellenbosch, South Africa, 12-17 July.
  • 林福來(1997):<數學師資培育者的學習>。《師資培育機構國民中學分科教材教法研討會論文集》,國立臺灣大學教務處教育學程中心,頁178-188。
  • Lin, F. L. (1995). Language, thinking & logical reasoning. Paper presented at ICMI Regional Collaboration Conference, Monash University, Australia.
  • 林福來(1994):<生活論證與數學論證>。中華民國第9屆科學教育研討會邀請演講,國立臺灣師範大學。
  • Cooney T., Dionne J.J., Bazzini L., Goffree F., Lin, F. L., & Oldham, E. (1992). WG21: The public image of mathematics and mathematicians. Proceedings of the 7th International Congress on Mathematical Education, Quebec, Canada.
  • Lin, F. L. (1992). Learning from the working group “ratio and proportion” of PME. Paper presented at the 7th International Congress on Mathematical Education, Quebec, Canada.
  • Lin, F. L., Streefland, L., & Hunting, R. (1992). Report of the PME working group on ratio and proportion. Paper presented at the 7th International Congress on Mathematical Education, Quebec, Canada.
  • Lin, F. L., Huang, M. F., & Chu, T. C. (1992). The influence of examinations in shaping student’s images of mathematics. Paper presented at the 7th International Congress on Mathematical Education, Quebec, Canada.
  • 林福來(1992):<數學概念了解的刻畫與教育>。中華民國數學學會81年數學學術研討會邀請專題演講,國立成功大學。
  • Leu, Y. C., Lin, F. L., & Huang, M. H. (1991). The origin of the concept of one-half. Paper presented in the regional ICME, Beijing, China.
  • 林福來(1991):<數學學習理論的辯證>。第6屆科教研討會邀請專題演講,師大理學院。
  • Lin, F. L. (1990). On children’s mathematics informal method. Proceedings of the 14th International Conference for the Psychology of Mathematics Education: Vol.3, 43-50, Mexico.
  • 林福來(1990):<不完備原理:概念的了解>。第5屆科教研討會邀請專題演講,師大理學院。
  • Lin, F. L. (1989). Strategies used by adders in proportional reasoning. Proceeding of the 13th International Conference for the Psychology of Mathematics Education: Vol.2, 234-241, Paris, France.
  • 林福來(1989):<面談調查法>。科教研討方法第一次研習會,師大理學院,第六期,頁3-24。
  • Lin, F. L. (1988). Beyond ratio formula. Proceeding of the 12th International Conference for the Psychology of Mathematics Education: Vol.1, 320-325, Budapest, Hungary.
  • Lin, F. L. (1988). Should a mathematician be re-educated in order to become a mathematics educator? Proceeding of the 6th International Congress on Mathematics Education: Teacher Education, Budapest, Hungary.
  • 林福來(1988):<數學概念研究與課程發展>。第4屆科教研討會邀請專題演講。師大理學院科教研討彙刊。
  • Lin, F. L. (1987). Describing level of understanding: ratio. Proceeding of the 11th International Group for the Psychology of Mathematics Education: Vol.3,416-422, Montreal, Canada.
  • Lin, F. L. (1987). Mathematical understanding. Paper presented at the Sino-America Conference in Mathematics Education. Kaohsiung, Taiwan.
  • 林福來、連秀鑾(1987):<思考與解題過程:平移>。《75學年度科學教育學術研討會》。民國76年2月。
  • 林福來、金鈐(1987):<思考與解題過程:旋轉>。《75學年度科學教育學術研討會》。民國76年2月。
  • 林福來、林佳蓉(1987)。<思考與解題過程:反射>。《75學年度科學教育學術研討會》。民國76年2月。
  • 林福來、郭汾派、林光賢(1987)。<比例的教學實驗>。《75學年度科學教育學術研討會》。民國76年2月。
  • 林福來(1987):<國中生反射、旋轉、平移概念發展研究>。國科會專題研究計畫報告。
  • 林福來、郭汾派、林光賢(1986):<國中生的比例概念發展>。《科教月刊-中日科教研討會論文選集》,第87期,頁14-42。
  • 林福來、郭汾派、林光賢(1985):<比和比例的了解層次與認知階段>。《師大科教學術研討會論文彙刊》,頁139-150。
  • Lin, F. L. (1983). The secondary school mathematics curriculum projects in Taiwan – analysis and criticism. Proceeding of the 1st Asian-Pacific Conference on Science Education, 349-353.

專書文章 (Book Chapters)

  • Chang, Y. P., Lee, Y. S., & Lin, F. L. (submitted). Evaluation of Workshops for MGA-Teachers. In F. L. Lin (Ed.), JUST DO MATH: Promoting Intrinsic Motives & Embodied Experiences as Grounding of Mathematics Learning. Springer.
  • 張千惠、林福來、謝佳叡(2021)。全盲生好好玩數學:模組教學手冊。臺北市:五南。
  • Lin, F. L., & Chang, Y. P. (2019). Research and Development of Mathematics-Grounding Activity Modules as a Part of Curriculum in Taiwan. In C. P. Vistro-Yu & T. L. Toh (Eds.), School Mathematics Curricula: An Asian perspective, 151-168. Springer.
  • Lin, F. L., Yang, K. L., & Chang, Y. P. (2018). Designing a Competence-Based Entry Course for Prospective Secondary Mathematics Teachers. In M. E. Strutchens, R. Huang, L. Losano, & D. Potari (Eds.), Educating Prospective Secondary Mathematics Teachers: Knowledge, Identity, and Pedagogical Practices. 189-203. Springer.
  • Lin, F. L., & Chang, Y. P. (2017). Mathematics Teachers Professional Development in Taiwan. In B. Kaur, O. N. Kwon, & Y.-H. Leong (Eds.), Professional Development of Mathematics Teachers: An Asian Perspective, 109-117. Springer.
  • Lin, F. L., & Rowland, T. (2016). Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development. In the Second Handbook of Research on the Psychology of Mathematics Education, 483-520. Sense Publishers.
  • Lin, F. L., & Tang. C. M. (2016) National Policy in Developing a STEM Curriculum: The Case of the High-Scope Program in Taiwan. Science Education Research and Practice in East Asia: Trends and Perspectives, Higher Education Publishing Co., Ltd.
  • Yang K. L., & Lin F. L. (2015). The Effects of PISA in Taiwan: Contemporary Assessment Reform. In S. Kaye, & R. Turner (Eds.), Assessing Mathematical Literacy. 261-273. Springer International Publishing.
  • Lee, Y. S., & Lin, F. L. (2015). A Large-Scale Video Survey on Taiwanese Fourth-Grade Classrooms of Mathematical Teaching Behaviors. In How Chinese Teach Mathematics: Perspectives from Insiders, 373-407.
  • 林福來、王婷瑩、林壽福 (2016)偏鄉學生與教師數學學習熱情的互燃。偏鄉教育創新發展方案專書
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