論文

論文

論文

期刊論文

研討會論文

專書、專章

碩博士生論文

論文

  • Lin, F.-L.(2018, June). How Chinese Taipei used TIMSS data to reform mathematics education. IEA Compass: Briefs in Education No. 2 Amsterdam, The Netherlands: IEA.

期刊論文

  • 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.
  • Wu, C.-J., & Chang, T.-T. (2022). Evaluation of math anxiety and its remediation through a digital training program in mathematics for first and second graders. Brain and Behavior.
  • Yang, K.-L., Hsu, H.-Y., & Cheng, Y.-H. (2022). Opportunities and challenges of mathematics learning in Taiwan: a critical review. ZDM–Mathematics Education, 1-12.
    Chang, Y.-P., Lin, F.-L., & Yang, K.-L.
  • (2021). The development of a one-day workshop for cultivating facilitators of mathematics-grounding activities in class. Educational Designer, 4(14).
  • Krawitz, J., Chang, Y.-P., Yang, K.-L., & Schukajlow, S. (2021). The role of reading comprehension in mathematical modelling: Improving the construction of a real model and interest in Germany and Taiwan. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10058-9
  • 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, 1-16. https://www.educationaldesigner.org/ed/volume4/issue14/article56/
  • Wu, C.-J., Liu, C.-Y., Yang, C.-H., & Jian, Y.-C. (2021). Eye movements reveal children’s deliberative thinking and predict their performance in arithmetic word problems. European Journal of Psychology of Education, 36, 91108. https://doi.org/10.1007/s10212-020-00461-w
  • 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.
  • Chang, Y.-P., Krawitz, J., Schukajlow, S., & Yang, K.-L. (2020). Comparing German and Taiwanese secondary school students’ knowledge in solving mathematical modelling tasks requiring their assumptions. ZDM, 52(1), 59-72. https://doi.org/10.1007/s11858-019-01090-4
  • Dreher, A., Lindmeier, A., Feltes, P., Wang, T.-Y., & Hsieh, F.-J. (2020). Do cultural norms influence how teacher noticing is studies in different cultural context? A focus on expert norms of responding to students’ mathematical thinking. ZDM. Advanced online publication. https://doi.org/10.1007/s11858-020-01197-z
  • Hsieh, F.-J., Wang, T.-Y., & Chen, Q. (2020). Ideal mathematics teaching behaviors: A comparison between the perspectives of senior high school students and their teachers in Taiwan and mainland China. Eurasia journal of mathematics science and technology education, 16(1), em1808.
  • Lai, I.-W., Shih, J.-W., Chen, K.-C., & Biglieri, E. (2020). Generalized path–permutation codes for reliable end-to-end networking of opportunistic links. IEEE Transactions on Wireless Communications, 19(7), 4579-4593.
  • 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, 52(1), 45-58.
  • Idris, K., & Yang, K.-L. (2019). A Study of Indonesian Pre-service English as a Foreign Language Teachers Values on Learning Statistics. In Topics and Trends in Current Statistics Education Research (pp. 329-347). Springer, Cham.
  • Lai, I.-W., Shih, J.-W., Lee, C.-W., Tu, H.-H., Chi, J.-C., Wu, J.-S., & Huang, Y.-H. (2019). Spatial permutation modulation for multiple-input multiple-output (MIMO) systems. IEEE Access, 7, 68206-68218.
  • Yang, K.-L., & Liu, X.-Y. (2019). Exploratory Study on Taiwanese Secondary Teachers’ Critiques of Mathematics Textbooks. Eurasia Journal of Mathematics, Science and Technology Education, 15(1), 1-16.
  • Zhu, G., Liao, C.-H., Sakdejayont, T., Lai, I.-W., Narusue, Y., & Morikawa, H. (2019). Improving the capacity of a mesh LoRa network by spreading-factor-based network clustering. IEEE Access, 7, 21584-21596.
  • 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.
  • Hsieh, F.-J., Lu, S.-S., Hsieh, C.-J., Tang, S.-Z., & Wang, T.-Y. (2018). The conception of mathematics teachers’ literacy for teaching from a historical perspective. In Y. Li & R. Huang (Eds.), How Chinese Acquire and Improve Mathematics Knowledge for Teaching (pp.37-56). Brill: Sense.
  • Lai, I.-W., Funabiki, N., Tajima, S., Al Mamun, M. S., & Fujita, S. (2018). Cross-layer selective routing for cost and delay minimization in IEEE 802.11 ac wireless mesh network. Wireless Networks, 24(6), 2191-2203.
  • Lee, W.-K., & Wu. C.-J. (2018). Eye movements in integrating geometric text and figure: Scanpaths and given-new effects. International Journal of Science and Mathematics Education, 16(4), 699-714. https://doi.org/10.1007/s10763-016-9790-2
  • 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, 50(4), 587-600.
  • Lai, I.-W., Wang, J.-M., Shih, J.-W., & Chiueh, T.-D. (2018). Adaptive MIMO detector using reduced search space and its error rate estimator in ultra dense network. IEEE Access, 7, 6774-6781.
  • 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.
  • Lin, F.-L., Yang, K.-L., & Chang, Y.-P. (2018). Designing a Competence-Based Entry Course for Prospective Secondary Mathematics Teachers. In Educating Prospective Secondary Mathematics Teachers (pp. 189-203). Springer, Cham.
  • 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.
  • Yang, K.-L., & Li, J.-L. (2018). A framework for assessing reading comprehension of geometric construction texts. International Journal of Science and Mathematics Education, 16(1), 109-124.
  • Blömeke, S., Houang, R., Hsieh, F.-J., & Wang, T.-Y. (2017). Effects of Job Motives, Teacher Knowledge and School Context on Beginning Teachers’ Commitment to Stay in the Profession: A Longitudinal Study in Germany, Taiwan and the United States. In M. Akiba & G. LeTendre (Eds.), International Handbook of Teacher Quality and Policy. Routledge.
  • 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.
  • Hsieh, F.-J., Wang, T.-Y., & Chen, Q. (2017). Exploring profiles of ideal high school mathematical teaching behaviours: Perceptions of in-service and preservice teachers in Taiwan. Educational Studies, 44(4), 468-487.
  • Idris, K., & Yang, K.-L. (2017). Development and Validation of an Instrument to Measure Indonesian Pre-service Teachers’ Conceptions of Statistics. The Asia-Pacific Education Researcher, 26(5), 281-290.
  • Liu, C.-Y, Wu, C.-J., Wong W.-K., Lien, Y.-W., & Chao, T.-K. (2017). Scientific modeling with mobile devices in high school physics labs. Computers & Education, 105, 44-56. doi: 10.1016/j.compedu.2016.11.004
  • Wang, T.-Y., & Hsieh, F.-J. (2017). Predictors of the teaching readiness of future secondary mathematics teachers: A comparison of Singapore, Taiwan, and the United States. In J. Cai, J. Middleton, & J.-J. Lo (Eds.), What matters? Research trends in international comparative studies in mathematics education (pp. 165-186). NY: Springer.
  • Wang, T.-Y., & Hsieh, F.-J. (2017). Taiwanese high school students’ perspectives on effective mathematics teaching behaviors. Studies in Educational Evaluation, 55, 35-45.
  • Jian, Y.-C., & Wu, C.-J. (2016). The function of diagram with numbered arrows and text in helping readers construct kinematic representations: Evidenced from eye movements and reading tests. Computers in Human Behavior, 61, 622-632. doi:10.1016/j.chb.2016.03.063
  • Lai, I.-W., Lee, C.-H., Chen, K.-C., & Biglieri, E. (2016). Open-loop end-to-end transmission for multihop opportunistic networks with energy-harvesting devices. IEEE Transactions on Communications, 64(7), 2860-2872.
  • 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. (2016). Analyzing mathematics textbooks through a constructive-empirical perspective on abstraction: The case of Pythagoras’ theorem. Eurasia Journal of Mathematics, Science & Technology Education, 12(4), 913-930.
  • Lai, I.-W., Zheng, L., Lee, C.-H., & Tan, C.-W. (2014). Beamforming duality and algorithms for weighted sum rate maximization in cognitive radio networks. IEEE Journal on Selected Areas in Communications, 33(5), 832-847.
  • 陳易佃、吳昭容（已接受）。眼動輔助教學對統計圖閱讀與解題之影響。教育傳播與科技研究。
  • 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。
  • 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「佔地圍王」為例。科學教育學刊，29（4），397-421。
  • 吳昭容、鄭鈐華、張凌嘉（2021）。從算式或文字閱讀數學科普文章：共變數分析與階層線性模式的比較。教育科學研究期刊，66（1），107-139。https://doi.org/10.6209/JORIES.202103_66(1).0004
  • 連宥鈞、吳昭容（2020）。手勢融入範例對低能力學生運算與幾何學習的影響。臺灣數學教育期刊，7（2），45-70。https://doi.org/10.6278/tjme.202010_7(2).003
  • 楊凱琳（2020）。專家與生手如何閱讀數學證明。閱讀數學：文本、理解與教學，205-220。台北：元照。
  • 楊凱琳（2020）。閱讀數學證明。閱讀數學：文本、理解與教學，177-201。台北：元照。
  • 吳昭容（2019）。眼球追蹤技術在幾何教育的應用與限制。臺灣數學教育期刊，6（2），1-25。https://doi.org//10.6278/tjme.201910_6(2).001
  • 劉家瑜、林偉文、吳昭容（2019）。團隊創造力互動歷程模式」之建構－科學領域教學團隊的創意互動。教育心理學報，51（1），109-134。doi: 10.6251/BEP.201909_51(1).0005
  • 謝豐瑞、陸新生、謝佳叡、唐書志、王婷瑩（2019）。從歷史的角度看數學教師教學素養概念。華人如何獲得和提高面向教學的數學知識，35-53。上海：華東師範大學出版社。
  • 左台益、李健恆（2018）。素養導向之數學教材設計與發展。教育科學研究期刊，63（4），29-58。
  • 左台益、李健恆、潘亞衛、呂鳳琳（2018）。臺灣、新加坡及巴西數學教科書中數學素養內涵之比較──以畢氏定理為例。教科書研究，11（3），33-62。
  • 吳昭容、曾建銘、鄭鈐華、陳柏熹、吳宜玲（2018）。領域特定詞彙知識的測量：三至八年級學生數學詞彙能力。教育研究與發展期刊，14（4），1-40。doi: 10.3966/181665042018121404001
  • 左台益、李健恆（2017）。從教學事件分析國中數學教科書與備課用書之設計脈絡─以三角形性質單元為例。教科書研究，10（2），67-97。
  • 黃佳君、吳昭容（2017）。趨向精熟目標與趨向表現目標對提取引發遺忘現象的影響。教育科學研究期刊，62（2），153-178。doi: 10.6209/JORIES.2017.62.62(2).06
  • 蘇慧珍、楊凱琳、陳佳陽（2017）。閱讀策略教學對高二學生數學學習表現的影響。教育科學研究期刊，62（1），33-58。
  • 林寀雯、吳昭容（2016）。從眼動型態探討閱讀幾何文本的視覺化與推理歷程。教育學刊，47（2），41-77。doi: 10.3966/15633527201612004700

研討會論文

  • Lin, F.-L., & Wu, T.-J. (2021). The inter-functioning model between emotion and cognition of mathematics learning. Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 162. Khon Kaen, Thailand: PME. (July 19-22, 2021).
  • Chu, Y.-A., Chen, P.-Y., Chiang, Y.-H., Yang, T.-S., Liao, Y.-C., & Lai, I.-W. (2020, December). Permutation Design for Ultra-Low Latency Communication and Spatial Permutation Modulation (SPM). 2020 IEEE Globecom Workshops, GC Workshps 2020 – Proceedings, Virtual, Taipei.
  • 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.
  • Chi, J.-C., Yeh, Y.-C., Lai, I.-W., Tsai, P.-Y., & Huang, Y.-H. (2020, September). A 538Mbps 2×64 spatial permutation modulation detector for MIMO systems. 2020 IEEE International Symposium on Circuits and Systems (ISCAS), Virtual, Online.
  • Hsieh, F.-J., Wang, T.-Y., & Parena, J (2019). A look into teaching behaviors and use of representations by ideal mathematics teachers: Perceptions of Senior High School-Stem students from a school in the Philippines. Paper presented in the Eleventh International Conference on Technology and Mathematics Education and Workshop of Mathematics Teaching, Taiwan, Taichung, May 24-25, 2019: ICTME.
  • Lee, C.-W., Tu, H.-H., & Lai, I.-W. (2019, December). Mapping and Permutation Set Design for Spatial Permutation Modulation (SPM). In 2019 International Symposium on Intelligent Signal Processing and Communication Systems (ISPACS) (pp. 1-2). IEEE.
  • Tu, H.-H., Lee, C.-W., & Lai, I.-W. (2019, December). Low-Complexity Maximum Likelihood (ML) Decoder for Space-Time Block Coded Spatial Permutation Modulation (STBC-SPM). In 2019 International Symposium on Intelligent Signal Processing and Communication Systems (ISPACS) (pp. 1-2). IEEE.
  • Wang, T.-Y., & Hsieh, F.-J. (2019). The Possibility to Integrate Calculators as Tools for Student Exploration into Mathematics Classes in Taiwan. Paper represented in the AERA Annual Meeting 2019, Toronto, Canada.
  • Wu, C.-J., & Liu, C.-Y. (2019, July). Toward a model of eye movements in geometry reading. Oral presented at the Sciences Forum on International Trends for AI and Big Data in Learning Sciences in Taiwan , National Taiwan Normal University.
  • Wu, C.-J. & Leung, F. K. S. (2019, June). The Consistency Effect On Algebra Word Problem-solving: An Eye Movement Study. Paper presented at International Workshop on Advanced Learning Sciences (IWALS) in University of Jyväskylä, Finland.
  • Wang, Z.-Y., Tsai, P.-Y., Huang, Y.-H., & Lai, I.-W. (2019, May). A Double K-best Viterbi-sphere Decoder for Trellis-coded Generalized Spatial Modulation with Multiple Code Rates. In ICASSP 2019-2019 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP) (pp. 1547-1551). IEEE.
  • Yang, K.-L. (2019). A conceptual framework for designing pedagogical problems to investigate mathematics teachers’ pedagogical reasoning. MERGA, Perth, Australia. 30 June – 4 July.
  • Yang, K.-L. (2019). Intermediate frameworks and design tools emerging from iterative process of designing data modelling activities. MERGA, Perth, Australia. 30 June – 4 July.
  • Chu, C.-T., Hsieh, F.-J., & Wang, T.-Y. (2018). The flexibility of changing teaching methods – an implication of taiwanese secondary mathematics preservice teachers’ noticing. Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, Taipei, Taiwan, 1, 340-353.
  • Hsieh, F.-J., Wang, T.-Y., & Chen, Q. (2018). Development of a scale for ideal mathematics teaching behavior and a comparison between Taiwan and Mainland China. Proceeding of the 42nd Annual Conference of the International Group for the Psychology of Mathematics Education, Umea, Sweden, 5, 67.
  • Kao, W.-C., Shen, C.-W., & Wu C.-J. (2018, May). Reading behavior analysis with gaze tracking data. Paper presented at IEEE International Conference on Consumer Electronics – Taiwan (IEEE 2018 ICCE-TW). National Chung Hsing University, Taichung, Taiwan. (May 19-21) (Scopus)
  • Kim, D.-W., & Wang, T.-Y. (2018, one of the coordinators of the working group). Facilitate teacher learning through design-based mathematics teacher professional development activities. Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, Taipei, Taiwan, 2, 507-508.
  • Lin, Y.-P., Hsieh, F.-J., & Wang, T.-Y. (2018). Learning styles of senior high school students. Paper represented in the 8th ICMI-East Asia Regional Conference on Mathematics Education, Taipei, Taiwan.
  • Shih, J., Chi, J., Huang, Y., Tsai, P., & Lai, I.-W. (2018, May). Theoretical Performance Analysis Assisted by Machine Learning for Spatial Permutation Modulation (SPM) in Slow-Fading Channels. 2018 IEEE International Conference on Communications (ICC), Kansas City, USA, 20-24 May 2018, doi: 10.1109/ICC.2018.8422471.
  • Shy, H.-Y., & Wang, T.-Y. (2018). Video-Based Professional Development for Senior High School Mathematics Teachers’ Developing Teaching Competence. Paper presented at the Asian conference on Education 2018, Japan, Tokyo.
  • Shy, H.-Y., Wang, T.-Y., & Chen, Y.-Y. (2018, one of the coordinators of the special sharing group). Facilitate mathematics teaching and learning through deepening understanding of the core ideas of concepts. Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, Taipei, Taiwan, 2, 498-499.
  • Wu, C.-J. (2018, May). Assessing the mathematical vocabulary knowledge of third to eighth grade students. Paper presented at the ICMI‐East Asia Regional Conference on Mathematics Education (EARCOME8). Taipei International Convention Center, Taiwan. (May 7-11)
  • Wu, C.-J. (2018). Eye movements as reflections of cognitive processes in mathematics. In F. J. Hsieh (Eds.), Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, Vol 1, pp.188196. Taipei, Taiwan.
  • Wu, C.-J., & Cheng, C.-H. (2018, November). Signaling effects on learning from geometry worked examples for low-ability students. Paper presented at 2018 International Conference of Science Education in Taiwan, National Dong Hwa University, Hualien, Taiwan.
  • Wang, Y.-H., Hsieh, F.-J., & Wang, T.-Y. (2018). Factors affecting how preservice secondary mathematics teachers arrange teaching content. Paper represented in the 8th ICMI-East Asia Regional Conference on Mathematics Education, Taipei, Taiwan.
  • Wang, T.-N., Jian, Y.-C., Wu, C.-J., & Su, J.-H. (2018, December). Exploring the cognitive processes of repeated studying and testing as self-regulation strategies on seventh graders’ text-diagram science reading. Paper presented at Hong Kong International Conference on Education, Psychology and Society (HKICEPS), Hong Kong.
  • Wu, C.-J., Liu, C.-Y., & Yang, C.-H. (2018, November). The eye-movements of deliberation in arithmetic word problem-solving. Paper presented at 2018 International Conference of Science Education in Taiwan, National Dong Hwa University, Hualien, Taiwan.
  • Wu, L.-T., Wang, T.-Y., & Hsieh, F.-J. (2018). Calculators can do more than computing. Paper represented in the 8th ICMI-East Asia Regional Conference on Mathematics Education, Taipei, Taiwan.
  • Wang, F.-J., Yang, K.-L., & Liu, X.-Y. (2018). Exploratory study on the relation between the understanding of correlation and association. Proceedings of the 42st Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, pp. 187. Umea, Sweden. 3- 8, July.
  • 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.
  • Yang, K.-L., & Hsu, H.-U. (2018). Designing and evaluating Math-Grounding activity to develop students’ reasoning competence: The JUST-DO-MATH project. EARCOME 8, Taipei, Taiwan. 7-11 May.
  • Yang, K.-L., & Lo, Y.-W. (2018). Exploring a mathematics teacher’s designing of activities integrating modeling and reading tasks. Proceedings of the 42st Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, pp. 195. Umea, Sweden. 3- 8, July.
  • Yang, K.-L., & Liu, X.-Y. (2018). Investigating the relationship between epistemology and goal-orientation in learning statistics. Proceedings of the 42st Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, pp. 194. Umea, Sweden. 3- 8, July.
  • Chu, C.-T., Hsieh, F.-J., & Wang, T.-Y. (2017). Taiwanese secondary mathematics preservice teachers’ noticing on teaching methods. Proceeding of the 41st Annual Conference of the International Group for the Psychology of Mathematics Education, Singapore, 1, 184.
  • 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.
  • Chen, Y., Lai, I.-W., & Chen, K. (2017, May). Resilient Large-Scale Cognitive Radio Ad Hoc Networking Using Path-Time Codes. 2017 IEEE International Conference on Communications (ICC), Paris, France, 21-25 May 2017, doi: 10.1109/ICC.2017.7996413.
  • 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.
  • Chang, Y.-P., Wang, T.-Y., Yang, K.-L., Hsu, H.-Y., & Lin, F.-L. (2017). The development of tasks and rubrics for evaluating prospective secondary mathematics teachers’ pedagogical reasoning. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 175. Singapore: PME.
  • Chen, C.-Y., & Yang, K.-L. (2017). Design and evaluation of a board game for developing students’ spatial ability. International Conference on Education, Psychology, and Learning, Sapporo, Japan. 23-25 Aug.
  • Chi, J., Yeh, Y., Lai, I.-W., & Huang, Y. (2017, May). Sphere Decoding for Spatial Permutation Modulation MIMO Systems. 2017 IEEE International Conference on Communications (ICC), Paris, France, 21-25 May 2017, doi: 10.1109/ICC.2017.7997167.
  • Heinze, A., & Yang, K.-L. (2017). How to research cultural-societal factors influencing mathematics education?. In Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H. (Eds.). Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 139-140. Singapore: PME.
  • Krawitz, J., Schukajlow, S., Chang, Y.-P., & Yang, K.-L. (2017). Reading comprehension, enjoyment, and performance in solving modelling problems: How important is deeper situation model?. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 97-104. Singapore: PME.
  • Liao, T., Lai, I.-W., & Chin, K. (2017, December). Design of an Web-based Interactive Quantitative (IQ) Curriculum Map. 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Hong Kong, China, 12-14 Dec. 2017, doi: 10.1109/TALE.2017.8252320.
  • Long, S., Tsai, P., Huang, Y., & Lai, I.-W. (2017, December). Trellis Coded Generalized Spatial Modulation with Spatial Multiplexing. 2017 Asia-Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA ASC), Kuala Lumpur, Malaysia, 12-15 Dec. 2017, doi: 10.1109/APSIPA.2017.8282148.
  • Pinheiro, Weverton Ataide, Tso, T.-Y., Lei, K.-H., & Lu, F.-L. (2017, July).The Cognitive demand levels of tasks between Brazilian, Taiwanese, and Singaporean Mathematics Textbooks: A Case study of the Pythagorean theorem. Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 258. Singapore: PME.
  • Tso, T.-Y., & Lei, K.-H. (2017, July). Demonstrating Teaching Context in Taiwanese Mathematics Textbooks and E-Textbooks based on the events of Instruction. Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 278. Singapore: PME.
  • Tso, T.-Y., Lu, F.-L. (2017, July).The Development of a Teachable and learnable mathematics E-Textbook. Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 279. Singapore: PME.
  • Wu, C.-J. (2017). How students with low and high ability read geometry worked examples: Eye movement study. In Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H. (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, 90. Singapore: PME.
  • 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
  • Wang, T.-Y., & Hsieh, F.-J. (2017). Characterizing Preservice secondary mathematics teachers’ reflection on their teaching practicum. Proceeding of the 41st Annual Conference of the International Group for the Psychology of Mathematics Education, Singapore, 1, 285.
  • Wu, H.-M., Lei, K.-H., Huang, H.-C., & Tso, T.-Y. (2017, July). Analyzing Test Performance by Element Interactivity. Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 290. Singapore: PME.
  • Wang, F.-J., & Yang, K.-L. (2017). Exploratory study on the misconceptions of the Pearson correlation in relation to its formula. In Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H. (Eds.). Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 284. Singapore: PME.
  • Biglieri, E., & Lai, I.-W. (2016, July). The Impact of Independence Assumptions on Wireless Communication Analysis. 2016 IEEE International Symposium on Information Theory (ISIT), Barcelona, Spain, 10-15 July 2016, doi: 10.1109/ISIT.2016.7541686.
  • Chu, C.-T., Hsieh, F.-J., & Wang, T.-Y. (2016). Developing theoretical constructs for studying mathematics teacher reflection in Taiwan. Proceeding of the 40th Annual Conference of the International Group for the Psychology of Mathematics Education, Hungary, 1, 136.
  • 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.
  • 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.
  • 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, Vol. 1, 130. PME 40: Szeged, Hungary.
  • Funabiki, N., Lwin, K.-S., Kuribayashi, M., & Lai, I.-W. (2016, May). Throughput Measurements for Access-Point Installation Optimization in IEEE802.11n Wireless Networks. 2016 IEEE International Conference on Consumer Electronics-Taiwan (ICCE-TW), Nantou, Taiwan, 27-29 May 2016, doi: 10.1109/ICCE-TW.2016.7520994.
  • Funabiki, N., Masaoka, H., Ishihara, N., Lai, I.-W., & Kao, W. (2016, May). Offline Answering Function for Fill-in-blank Problems in Java Programming Learning Assistant System. 2016 IEEE International Conference on Consumer Electronics-Taiwan (ICCE-TW), Nantou, Taiwan, 27-29 May 2016, doi: 10.1109/ICCE-TW.2016.7521045.
  • 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.
  • Hsieh, F.-J., & Hsieh, C.-J. (2016). What behaviors of assessment should a good mathematics teacher have? Perspectives of junior high school students in Taiwan. PME 40, Szeged, Hungary.
  • Hsieh, F.-J., Wang, T.-Y., Hsieh, C.-J. & Chu, C.-Y. (2016). Development of a real teaching situation-based measure of mathematics teaching competence in Taiwan. Proceeding of the 40th Annual Conference of the International Group for the Psychology of Mathematics Education, Hungary, 2, 401-408.
  • Lin, F.-L., Chang, Y.-P., & Yang, K.-L. (2016, July 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.
  • Lin, F.-L., & Hsu, H.-Y. (2016, July 24-31). Using Mathematics-Pedagogy Tasks to Facilitate Professional Growth of Elementary Pre-service Teachers. The 13th International Congress of Mathematical Education, ICME 13: Hamburg, Germany.
  • Lu, F.-L., Tso, T.-Y., & Yen, S.-Y. (2016, July). The effects of selfmanipulation for developing eighth graders’ van Hiele levels in dynamic geometry environments. 13th International Congress on Mathematics Education, Hamburg, Germany.
  • Lin, F.-L., Yang, K.-L., & Chang, Y.-P. (2016, July 24-31). Designing a Competence-Based Entry Course for Prospective Secondary Mathematics Teachers. The 13th 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.
  • Pinheiro, Weverton Ataide, Lu, F.-L., Lei, K.-H., & Tso, T.-Y. (2016, August). A comparison of the Pythagorean theorem in Brazilian and Taiwanese textbooks by analysing the number of Exercises and cognitive demand. The 40th conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary.
  • Wu, S.-C., Chang, Y.-L., & Lin, F.-L. (2016, July 24-31). Inquiry-Based Mathematics Activity Designing for Children. The13th International Congress of Mathematical Education, ICME 13: Hamburg, Germany.
  • Wu, C.-J., Cheng, Y.-H., Lin, F.-L., & Cheng, C.-H. (2016). The communicability of figure signaling for geometric problem solving. In. Csíkos, C., Rausch, A., & Szitányi, J. (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, 342. Szeged, Hungary: PME.
  • Wu, L.-Y., & Hsieh, F.-J. (2016). Does exploration help writing formal proofs?. PME 40, Szeged, Hungary.
  • Wang, T.-Y., & Hsieh, F.-J. (2016). How should teachers instruct and represent mathematical ideas to enhance student engagement from the viewpoints of elementary school students. The 7th ICMI – East Asia Regional Conference on Mathematics Education, Cebu, Philippines.
  • Wang, T.-Y., & Hsieh, F.-J. (2016). What teachers should do to promote affective engagement with mathematics—from the perspective of elementary students. Proceeding of the 40th Annual Conference of the International Group for the Psychology of Mathematics Education, Hungary, 3, 371-378.
  • Wang, C., Hsu, Y., Yeh, P., Lin, C., & Lai, I.-W. (2016, September). Edventure: Gamification for Collaborative Problem Design and Solving. 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET), Istanbul, Turkey, 8-10 Sept. 2016, doi: 10.1109/ITHET.2016.7760719.
  • Yang, K.-L. (2016). Effects of text, reader and context factors on students’ learning from reading complex texts in mathematics. The 40th PME Annual Conference, Szeged, 3-7 August, 2016.
  • Yang, K.-L., Lin, F.-L., Wu, C.-J., Cheng, Y.-H., Su, Y.-W., & Chang, Y.-P. (2016). A framework for investigating principles of designing geometric texts. The 40th PME Annual Conference, Szeged, 3-7 August, 2016.
  • Yang, K.-L., Krawitz, J., Schukajlow, S., & Chang, Y.-P. (2016). Taiwanese students‘ cognitive and affective responses in reading and solving modelling tasks. The Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016 (APERA-TERA2016), Kaohsiung, 10-12 November, 2016.
  • 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.
  • 陳易佃、吳昭容（2021，12月）。眼動楷模與口語解說對七年級學生學習讀統計圖的效果。發表於第37屆科學教育國際研討會。彰化：國立彰化師範大學，12月9–11日。
  • 吳宜玲、楊心怡、吳昭容、陳柏熹（2020，10月）。三至九年級學生數學科跨年度運算能力等化測量。口頭發表於2020中國測驗學會年會暨學術推廣工作坊。臺北：國立台灣師範大學，12月16–17日。
  • 吳昭容、楊忠璇、鄭鈐華（2020，12月）。從解碼速度、工作記憶，與背景知識探討視覺素養。發表於第36屆科學教育國際研討會。高雄：國立高雄師範大學，12月18–19日。
  • 吳昭容、鄭鈐華（2020，12月）。圖形複雜度與工作記憶對幾何閱讀的影響。發表於第36屆科學教育國際研討會。高雄：國立高雄師範大學，12月18–19日。
  • 劉家瑜、吳昭容（2020，12月）。以個體眼動軌跡與產生科學論證的行為探討多元表徵之特性。發表於第36屆科學教育國際研討會。高雄：國立高雄師範大學，12月18–19日。
  • 張凌嘉、吳昭容（2019，12月）。應用Rasch模式與階層線性成長模型評估單一實驗組成效。發表於2019年中國測驗學會年會。臺北：國立臺灣師範大學，12月8日。
  • 劉家瑜、吳昭容（2019，12月）。學生使用多元表徵於科學論證活動之眼動表現。發表於第35屆科學教育國際研討會。臺北：國立臺灣師範大學，12月5–7日。
  • 吳昭容、楊忠璇（2017，11月）。眼動楷模對七年級學生學習讀統計圖的效果。發表於第6屆亞洲動物園教育者暨第32屆科學教育聯合國際研討會。屏東：國立屏東大學，11月10–11日。
  • 簡郁芩、蕭詠如、吳昭容、蘇家漢（2017，11月）。以不同閱讀能力的國小學生重讀科普文章的眼動型態探討自我調整學習策略。發表於第6屆亞洲動物園教育者暨第32屆科學教育聯合國際研討會。屏東：國立屏東大學，11月10–11日。
  • 吳宜玲、陳柏熹、吳昭容（2016，12月）。以結構方程模式探討影響學生數學素養的因素。發表於中國測驗學會2016年會暨心理與教育測驗學術研討會。台中：國立臺中教育大學，12月3日。
  • 吳昭容、楊忠璇、簡郁芩（2016，12月）。以移動視窗探討圖形的知覺廣度─比較科學、數學與風景圖。發表於第32屆科學教育國際研討會。彰化：國立彰化師範大學，12月9–10日。
  • 吳昭容、鄭鈐華（2016，12月）。圖示標記對低成就中學生閱讀理解幾何範例與解題遷移的影響。發表於第32屆科學教育國際研討會。彰化：國立彰化師範大學，12月9–10日。
  • 洪介興、楊凱琳（2016，12月）。初探不同表徵與否定類型對演繹推理表現之影響。中華民國第三十二屆科學教育國際研討會論文發表。臺中：國立自然科學博物館，12月8–10日。
  • 陳韻如、張逸超、楊凱琳（2016，12月）。初探高中生心智操作單方塊的3D視圖之思考策略。中華民國第三十二屆科學教育國際研討會論文發表。臺中：國立自然科學博物館，12月8–10日。
  • 藍郅堯、楊凱琳（2016，12月）。探索小學生對列聯表資料推論兩變數關係的表現。中華民國第三十二屆科學教育國際研討會論文發表。臺中：國立自然科學博物館，12月8–10日。

專書、專章

  • F.-L. Lin (Ed.) (under preparation), JUST DO MATH: Promoting intrinsic motives & embodied experiences as grounding of mathematics learning. Springer.
  • Lin, F.-L. & Chang, Y.-P. (2019). Research and development of Mathematics-Grounding Activity modules as resources driving curriculum reform in Taiwan. In C. P. Vistro-Yu & T. L. Toh (Eds.), School mathematics curricula – An Asian perspective (pp. 151–168). Springer. (ISBN: 978-981-13-6310-8)
  • 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 (pp. 109–117). Springer. (ISBN: 978-981-10-2596-9)
  • 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：五南出版社。
  • 楊凱琳、吳昭容、鄭英豪、蘇意雯、林國源、洪介興、吳明柱（2016）。正視學生數學學習的落差與找尋公平學習機會的出路。載於劉吉軒（主編），帶起每個孩子—國民教育大進擊（頁3-14）。臺北：政大創新與創造力研究中心。
  • 林福來、王婷瑩、林壽福（2014）。＜偏鄉學生與教師數學學習熱情的互燃＞。《點亮偏鄉希望》，頁2-19。

碩博士生論文

  • 賴彥男（2021）。差異化教學策略融入國中數學教學之準實驗研究—以國中第二冊第三章「比例」為例。國立臺灣師範大學，臺北市。
  • 葉雅俐（2019）。引入建築活動於國中數學教學之行動研究。國立臺灣師範大學，臺北市。
  • 柴筱筠（2019）。臆測活動融入尺規作圖教學對國中生學習之影響。國立臺灣師範大學，臺北市。
  • 鄧智升（2019）。設計國小中年級三角形分類之奠基活動。國立臺灣師範大學，臺北市。
  • 林世平（2018）。研發國中生相似形概念的奠基活動。國立臺灣師範大學，臺北市。
  • 陳佳陽（2017）。以建築活動做為體育班課後數學輔導活動之行動研究。國立臺灣師範大學，臺北市。
  • 陳薇吏（2016）。兼具同質與異質分組的國中數學教學之行動研究。國立臺灣師範大學，臺北市。
  • 葉明芳（2016）。國中七年級學生的數學比例推理問題之診斷與課中補救教學。國立臺灣師範大學，臺北市。