{"id":20274,"date":"2022-07-28T18:21:00","date_gmt":"2022-07-28T10:21:00","guid":{"rendered":"https:\/\/www.ime.ntnu.edu.tw\/?page_id=20274"},"modified":"2022-10-28T14:54:13","modified_gmt":"2022-10-28T06:54:13","slug":"en-linfl","status":"publish","type":"page","link":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/en\/en-linfl\/","title":{"rendered":"Emiritus Professor Fou-Lai Lin"},"content":{"rendered":"\t\t
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\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tProgram Consultant\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Emiritus Professor Fou-Lai Lin<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Email: foulailin0202@gmail.com<\/a>
TEL: 02-2930-7151
FAX: 02-2933-2342
Contact\uff1a11677 No. 88, Sec. 4, Ting Chow Road, Wenshan District, Taipei City, Taiwan (Room 202, 2F, Mathematics  Building)
Job Responsibilities: Assist  the business related to various programs of the center
Research Interests: Mathematics Education<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Education<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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1965-1969
BS in mathematics, National Taiwan Normal University, Taiwan
\u570b\u7acb\u81fa\u7063\u5e2b\u7bc4\u5927\u5b78\u6578\u5b78\u5b78\u58eb<\/p>

1972-1974
MS in mathematics, Fordham University, USA
\uff08\u7f8e\u570b\uff09\u5fa9\u65e6\u5927\u5b78\u6578\u5b78\u78a9\u58eb<\/p>

1974-1976
PhD in mathematics, Fordham University, USA
\uff08\u7f8e\u570b\uff09\u5fa9\u65e6\u5927\u5b78\u6578\u5b78\u535a\u58eb<\/p>

1980-1981
MPhil in mathematics education, University of Cambridge, UK
\uff08\u82f1\u570b\uff09\u528d\u6a4b\u5927\u5b78\u6578\u5b78\u6559\u80b2\u78a9\u58eb<\/p>

1987-1988
Research Associate, Cambridge University (UK)
\uff08\u82f1\u570b\uff09\u528d\u6a4b\u5927\u5b78 \u7814\u7a76\u54e1<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Experience<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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1976-2022~
\u570b\u7acb\u81fa\u7063\u5e2b\u7bc4\u5927\u5b78\u6578\u5b78\u7cfb\u526f\u6559\u6388\u3001\u6559\u6388\u517c\u7cfb\u4e3b\u4efb\u3001\u8b1b\u5ea7\u6559\u6388\u3001\u540d\u8b7d\u6559\u6388
Associate Professor, Professor, Chairman, Chair Professor, and Professor Emeritus, Department of Mathematics, National Taiwan Normal University (NTNU)<\/p>\n

2020~
\u9060\u54f2\u79d1\u5b78\u6559\u80b2\u57fa\u91d1\u6703 \u8463\u4e8b\u9577
President, Yuan T. Lee Foundation, Science Education for All<\/p>\n

2012~
\u6559\u80b2\u90e8\u570b\u6559\u7f72\u8ab2\u7a0b\u63a8\u52d5\u5de5\u4f5c\uff0d\u8ab2\u7a0b\u8207\u6559\u5b78\u8f14\u5c0e\u7d44\uff0d\u6578\u5b78\u5b78\u7fd2\u9818\u57df\u8f14\u5c0e\u7fa4 \u53ec\u96c6\u4eba
Chairperson of the Curriculum & Instruction Consulting Committee on Mathematics, K-12 Education Administration, Ministry of Education<\/p>\n

2018
\u6559\u80b2\u90e8 \u653f\u52d9\u6b21\u9577
Political Deputy Minister, Ministry of Education (Taiwan)<\/p>\n

2013-2017
\u570b\u7acb\u81fa\u7063\u5e2b\u7bc4\u5927\u5b78\u6578\u5b78\u6559\u80b2\u4e2d\u5fc3 \u4e3b\u4efb
Director, Shi-Ta Institute for Mathematics Education<\/span>
<\/p>\n

2002-2012
\u570b\u969b\u79d1\u5b78\u8207\u6578\u5b78\u6559\u80b2\u671f\u520a(IJSME) \u4e3b\u7de8
Founding Editor-in-Chief, International J. of Science and Mathematics Education<\/p>\n

2007-2010
\u570b\u969b\u6578\u5b78\u6559\u80b2\u5fc3\u7406\u5b78\u6703(PME) \u6703\u9577
President, International Group of Psychology for Mathematics Education<\/p>\n

2002-2006
\u884c\u653f\u9662\u570b\u5bb6\u79d1\u5b78\u59d4\u54e1\u6703(\u79d1\u6280\u90e8)\u79d1\u5b78\u6559\u80b2\u767c\u5c55\u8655 \u8655\u9577
Director General, Department of Science Education, National Science Council, Taiwan<\/p>\n

1994-1998
\u9060\u54f2\u79d1\u5b78\u6559\u80b2\u57fa\u91d1\u6703 \u5e38\u52d9\u8463\u4e8b
Managing Director, Yuan T. Lee Foundation, Science Education for All<\/p>\n

1993-1996
\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u5275\u520a \u7e3d\u7de8\u8f2f
Founder\/ Chef Editor, Chinese Journal of Science Education<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Award<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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2016
\u6771\u4e9e\u79d1\u5b78\u6559\u80b2\u5b78\u6703East-Asian Association for Science Education (EASE)
\u5091\u51fa\u8ca2\u737b\u734eDistinguished Research Award (DRA)<\/p>

2016
\u6559\u80b2\u90e8Ministry of Education, Taiwan
\u670d\u52d940\u5e74\u8cc7\u6df1\u512a\u826f\u6559\u5e2b40-years outstanding teacher<\/p>

2011
\u4e2d\u83ef\u6c11\u570b\u79d1\u5b78\u6559\u80b2\u5b78\u6703National Association for Science Education, Taiwan
\u7d42\u8eab\u6210\u5c31\u734eLifetime Achievement Award<\/p>

1987\u30011989\u30011991\u30011993
\u79d1\u6280\u90e8National Science Council,Taiwan
\u5091\u51fa\u7814\u7a76\u734eDistinguished ResearchAward<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Paper published<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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\u671f\u520a\u8ad6\u6587 (Journal Publications)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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  • 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.<\/li>
  • 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\u2019 Content Knowledge Instrument on Space and Shape. Mathematics<\/em>, 10<\/em>(1), 137.<\/li>
  • 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<\/em>, 1-10.<\/li>
  • 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.\u00a0ZDM\u2013Mathematics Education<\/em>, 53(5), 1121-1136.<\/li>
  • 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<\/em>(14), 1-20.\u00a0<\/li>
  • \u8b1d\u4f73\u53e1, \u6797\u798f\u4f86, & \u5f35\u5343\u60e0. (2021) \uff1a\uff1c\u5efa\u7acb\u9df9\u67b6\u5354\u52a9\u91cd\u5ea6\u8996\u969c\u751f\u767c\u5c55\u9762\u7a4d\u8207\u5468\u9577\u6982\u5ff5\u4e4b\u63a2\u7a76: \u4ee5\u6578\u5b78\u5960\u57fa\u6d3b\u52d5\u300c\u5360\u5730\u570d\u738b\u300d\u70ba\u4f8b\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\uff0c\u7b2c29\u5377\u7b2c4\u671f\uff0c\u9801397-421.<\/li>
  • Strohmaier, A. R., Schiepe-Tiska, A., Chang, Y. P., M\u00fcller, F., Lin, F. L., & Reiss, K. M. (2020). Comparing Eye Movements during Mathematical Word Problem Solving in Chinese and German.\u00a0ZDM-Mathematics Education,\u00a052(1), <\/em>45-58. (SSCI)<\/li>
  • Lin, F. L. (2020). Mathematics Teacher as Learner.\u00a0Encyclopedia of Mathematics Education, Encyclopedia of Mathematics Education<\/em>, 585-587.<\/li>
  • 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,<\/em> 249-278. Springer.<\/li>
  • \u9673\u97fb\u5982\u3001\u694a\u51f1\u7433\u3001\u6797\u798f\u4f86\uff082018\uff09\uff1a\uff1c\u570b\u5c0f\u9ad8\u5e74\u7d1a\u5b78\u751f\u5728\u7acb\u65b9\u7a4d\u6728\u4e09\u8996\u5716\u7684\u63a8\u7406\u8868\u73fe\uff1e\u3002\u300a\u81fa\u7063\u6578\u5b78\u6559\u80b2\u671f\u520a\u300b\uff0c\u7b2c5\u5377\u7b2c1\u671f\uff0c\u98011-34\u3002<\/li>
  • 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\u2019 Professional Development. Journal of Mathematics Teacher Education, <\/em>21(5), 517-539.<\/li>
  • 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<\/em>-Mathematics Education<\/em>, 50(4), 587-600. (SSCI)<\/li>
  • 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<\/em>, 58, 178-186.\u00a0(SSCI)<\/li>
  • Lin, F. L., Yang, K. L., Hsu, H. Y., & Chen, J. C. (2018). Mathematics Teacher Educator-Researchers\u2019 Perspectives on the Use of Theory in Facilitating Teacher Growth. Educational Studies in Mathematics<\/em>, 98(2), 197-214. (SSCI)<\/li>
  • 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<\/em>, 3-17. Germany: Springer.<\/li>
  • 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.\u00a0International Association for the Evaluation of Educational Achievement.<\/em><\/li>
  • Gravemeijer, K., Lin, F. L., Stephan, M., Julie, C., & Ohtani, M. (2017). Reconsidering Mathematics Education for the Future. In Proceedings <\/em>of the 13th International Congress on Mathematical Education<\/em>, 659-660. Springer.<\/li>
  • 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<\/em>,\u00a015(1), 105-123.<\/li>
  • 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<\/em>, 209-222. Singapore: Springer.<\/li>
  • Chen, J. C., & Lin, F. L. (2017). School-Based In-service Mathematics Teachers\u2019 Professional Development: Designing Diagnostic Conjecturing Activities. In B. Kaur, O.-N. Kwon, & Y.-H. Leong (Eds.), Professional Development of Mathematics Teachers: An Asian Perspective<\/em>, 223-239. Springer Singapore.<\/li>
  • Wu, S. C., & Lin, F. L. (2016). Inquiry-Based Mathematics Curriculum Design for Young Children-Teaching Experiment and Reflection.\u00a0Eurasia Journal of Mathematics, Science & Technology Education,\u00a012<\/em>(4), 843-860.<\/li>
  • 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.\u00a0Educational Studies in Mathematics<\/em>,\u00a089(1), 19-39. (SSCI)<\/li>
  • 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<\/em>, 13(1), 1-24. (SSCI)<\/li>
  • Ekawati, R., Lin, F. L., & Yang, K. L. (2015). Primary Teachers’ Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia.\u00a0Eurasia Journal of Mathematics, Science & Technology Education<\/em>,\u00a011<\/em>(3). 513-533. (SSCI)<\/li>
  • Karp A. (2014) Interview with Fou-Lai Lin. The International Journal for the History of Mathematics Education (IJHME)<\/em>, 9 (1), 71-88.<\/li>
  • Lin, F. L., & Hsu, H. Y. (2013). Creating Opportunity for Mathematics Gifted Students to Learn in Mixed-ability Classroom. \ud55c\uad6d\uc218\ud559\uad50\uc721\ud559\ud68c<\/em> \ud559\uc220\ubc1c\ud45c\ub17c\ubb38\uc9d1<\/em>, 2013, 25-35.<\/li>
  • Chin, E. T., & Lin, F. L. (2013). A Survey of the Practice of a Large-scale Implementation of Inquiry-based Mathematics Teaching: from Taiwan\u2019s Perspective. ZDM: The International Journal on Mathematics Education. 45<\/em>(6), 919-923.<\/li>
  • Huang, C. H., & Lin, F. L. (2013). Using Activity Theory to Model the Taiwan Atayal Students\u2019 Classroom Mathematical Activity. International Journal of Science and Mathematical Education<\/em>, (11)1, 213-236.<\/li>
  • 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<\/em>, 1, 181\u2013184, Weingarten, Germany.<\/li>
  • Lin, F. L. (2012). Editorial Transition to the Second Decade of IJSME. International Journal of Science and Mathematics Education<\/em>, 10(2), 237-240.<\/li>
  • \u694a\u51f1\u7433\u3001\u6797\u798f\u4f86\u3001\u856d\u5fd7\u5982\uff082012\uff09\uff1a\uff1c\u6578\u5b78\u5efa\u6a21\u8a55\u91cf\u898f\u6e96\u4e4b\u7814\u7a76\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\uff0c\u7b2c20\u5377\u7b2c4\u671f\uff0c\u9801319-342\u3002<\/li>
  • Yang, K. L., & Lin, F. L. (2012). Effects of Reading-Oriented Tasks on Students\u2019 Reading Comprehension of Geometry Proof. Mathematics Education Research Journal, 24<\/em>(2), 215-238.<\/li>
  • \u674e\u6e90\u9806\u3001\u6797\u798f\u4f86\u3001\u9673\u7f8e\u82b3\uff082012\uff09\uff1a\uff1c\u7406\u8ad6\u8207\u5be6\u52d9\u6301\u5206\u8005\u5c0d\u4e0d\u540c\u8eab\u5206\u570b\u5c0f\u6559\u5e2b\u6240\u9700\u6578\u5b78\u6559\u5b78\u5c08\u696d\u77e5\u80fd\u89c0\u9ede\u4e4b\u6bd4\u8f03\u7814\u7a76\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\uff0c\u7b2c20\u5377\u7b2c6\u671f\uff0c\u9801539-562\u3002<\/li>
  • \u674e\u6e90\u9806\u3001\u6797\u798f\u4f86\u3001\u85cd\u73cd\u6885\u3001\u738b\u54c1\u5fc3\u3001\u912d\u96d9\u6167\u3001\u6d2a\u601d\u96c5\uff082010\uff09\uff1a\uff1c\u570b\u5c0f\u56db\u5e74\u7d1a\u6578\u5b78\u6559\u5b78\u9304\u5f71\u7814\u7a76\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\uff0c\u7b2c18\u5377\u7b2c1\u671f\uff0c\u980163-84\u3002<\/li>
  • Lim, L. L., Tso, T. Y., & Lin, F. L. (2009). Assessing Science Students\u2019 Attitudes to Mathematics: A Case Study on a Modeling Project with Mathematical Software. International Journal of Mathematical Education in Science and Technology, 40<\/em>(4), 441-453.<\/li>
  • 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<\/em>(3), 551-573.<\/li>
  • Gal, H., Lin, F. L. & Yang, J. M. (2009). Listen to the Silence: The Left-behind Phenomenon as Seen Through Classroom Videos and Teachers\u2019 Reflections. International Journal of Science and Mathematics Education, 7<\/em>(2), 405-429.<\/li>
  • \u694a\u51f1\u7433, & \u6797\u798f\u4f86. (2009) \uff1a\uff1c\u81ea\u6211\u8a55\u4f30\u5e7e\u4f55\u8b49\u660e\u95b1\u8b80\u7406\u89e3\u7684\u7a0b\u5ea6\u8207\u8b80\u4e0d\u61c2\u6642\u6301\u7e8c\u95b1\u8b80\u7684\u610f\u9858\u4e4b\u95dc\u806f\u6027\uff1e\u3002\u300a\u81fa\u6771\u5927\u5b78\u6559\u80b2\u5b78\u5831\u300b\uff0c\u7b2c20\u5377\u7b2c2\u671f\uff0c\u9801117-135\u3002<\/li>
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  • \u674e\u6e90\u9806\u3001\u6797\u798f\u4f86\u3001\u5442\u7389\u7434\u3001\u9673\u7f8e\u82b3\uff082008\uff09\uff1a\uff1c\u5c0f\u5b78\u6559\u5e2b\u6578\u5b78\u6559\u5b78\u767c\u5c55\u6a19\u6e96\u4e4b\u63a2\u7a76\uff1a\u5b78\u8005\u7684\u89c0\u9ede\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\uff0c\u7b2c16\u5377\u7b2c6\u671f\uff0c\u9801627-650\u3002<\/li>
  • \u9ec3\u5fd7\u8ce2\u3001\u6797\u798f\u4f86\uff082008\uff09\uff1a\uff1c\u5229\u7528\u6d3b\u52d5\u7406\u8ad6\u5206\u6790\u53f0\u7063\u6cf0\u96c5\u65cf\u570b\u4e2d\u751f\u7684\u6578\u5b78\u5b78\u7fd2\u4e26\u8a2d\u8a08\u6559\u5b78\u6d3b\u52d5\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\uff0c\u7b2c16\u5377\u7b2c2\u671f\uff0c\u9801147-169\u3002<\/li>
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  • 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<\/em>(3), 417-436.<\/li>
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  • 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,<\/em> 60<\/em>(3), 359-381.<\/li>
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  • \u674e\u6e90\u9806\u3001\u6797\u798f\u4f86\uff082003\uff09\uff1a\uff1c\u5be6\u7fd2\u6559\u5e2b\u7684\u5b78\u7fd2\uff1a\u52d5\u6a5f\u3001\u8eab\u4efd\u8207\u53cd\u601d\u4e92\u52d5\u4e0b\u7684\u6210\u9577\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\uff0c\u7b2c11\u5377\u7b2c1\u671f\uff0c\u98011-25\u3002<\/li>
  • Lin, F. L., & Yang, K. L. (2002). Defining a Rectangle under a Social and Practical Setting by Two Seventh Graders. ZDM-Mathematics Education, 34<\/em>(1), 17-28.<\/li>
  • Chin, C., & Lin, F. L. (2001). Mathematics Teacher\u2019s Pedagogical Value Clarification and Its Relationship to Classroom Teaching. Proceedings of the National Science Council, Part D: Mathematics, Science, and Technology Education, 11<\/em>(3), 114-125.<\/li>
  • \u5f35\u6dd1\u73b2\u3001\u6797\u798f\u4f86. (2001\uff09\uff1a\uff1c\u4e00\u4f4d\u5be6\u7fd2\u6559\u5e2b\u7684\u5c08\u696d\u793e\u6703\u5316\u6b77\u7a0b\uff1e\u3002\u300a\u5e2b\u5927\u5b78\u5831\uff1a\u79d1\u5b78\u6559\u80b2\u985e\u300b\uff0c\u7b2c46\u5377\u7b2c1&2\u671f\uff0c\u9801 65-87\u3002<\/li>
  • \u91d1\u9210\u3001\u6797\u798f\u4f86\uff082001\uff09\uff1a\uff1c\u6578\u5b78\u6559\u5e2b\u6559\u5b78\u50f9\u503c\u7684\u91d0\u6e05\u53ca\u5176\u8207\u6559\u5ba4\u6559\u5b78\u4e4b\u9593\u7684\u95dc\u4fc2\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\u3002\u7b2c11\u53771\u671f\uff0c\u9801114-125\u3002<\/li>
  • \u674e\u6e90\u9806\u3001\u6797\u798f\u4f86\uff082000\uff09\uff1a\uff1c\u6578\u5b78\u6559\u5e2b\u7684\u5c08\u696d\u6210\u9577\uff1a\u6559\u5b78\u591a\u5143\u5316\uff1e\u3002\u300a\u5e2b\u5927\u5b78\u5831\uff1a\u79d1\u5b78\u6559\u80b2\u985e\u300b\uff0c\u7b2c45\u5377\u7b2c1\u671f\uff0c\u98011-25\u3002<\/li>
  • 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<\/em>, 10<\/em>(2), 90-101.<\/li>
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  • 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.<\/li>
  • \u674e\u6e90\u9806\u3001\u6797\u798f\u4f86\uff081999\uff09\uff1a\uff1c\u6821\u5167\u6578\u5b78\u6559\u5e2b\u5c08\u696d\u767c\u5c55\u7684\u4e92\u52d5\u6a21\u5f0f\uff1e\u3002\u300a\u5e2b\u5927\u5b78\u5831\uff1a\u79d1\u5b78\u6559\u80b2\u985e\u300b\uff0c\u7b2c43\u5377\u7b2c2\u671f\uff0c\u98011-23\u3002<\/li>
  • \u91d1\u9210\u3001\u6797\u798f\u4f86\uff081998\uff09\uff1a\uff1c\u6e96\u6578\u5b78\u6559\u5e2b\u5b78\u7fd2\u6559\u5b78\u4e4b\u524d\u7684\u6559\u5b78\u89c0\u5ff5\u53ca\u5176\u7de3\u8d77\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\uff0c\u7b2c6\u5377\u7b2c3\u671f\uff0c\u9801219-254\u3002<\/li>
  • \u9673\u82f1\u5a25\u3001\u6797\u798f\u4f86\uff081998\uff09\uff1a\uff1c\u6578\u5b78\u81c6\u6e2c\u7684\u601d\u7dad\u6a21\u5f0f\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\uff0c\u7b2c6\u5377\u7b2c2\u671f\uff0c\u9801191-218\u3002<\/li>
  • \u6797\u798f\u4f86\u3001\u912d\u82f1\u8c6a\uff081997\uff09\uff1a\uff1c\u53cd\u8b49\u6cd5\u8ad6\u8b49\u539f\u7406\u7684\u63a2\u7a76\u6027\u6559\u5b78\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\uff0c\u7b2c5\u5377\u7b2c4\u671f\uff0c\u9801557-591\u3002<\/li>
  • \u6797\u798f\u4f86\u3001\u9ec3\u654f\u6643\u3001\u5442\u7389\u7434\uff081996\uff09\uff1a\uff1c\u5206\u6578\u555f\u8499\u7684\u5b78\u7fd2\u8207\u6559\u5b78\u4e4b\u767c\u5c55\u6027\u7814\u7a76\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\uff0c\u7b2c4\u5377\u7b2c2\u671f\uff0c\u9801161-196\u3002<\/li>
  • \u6797\u798f\u4f86\u3001\u9ec3\u654f\u6643\uff081993\uff09\uff1a\uff1c\u5206\u6578\u555f\u8499\u8ab2\u7a0b\u7684\u5206\u6790\u3001\u6279\u5224\u8207\u8faf\u8b49\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u5b78\u520a\u300b\uff0c\u7b2c1\u5377\u7b2c1\u671f\uff0c\u98011-27\u3002<\/li>
  • \u6797\u798f\u4f86\u3001\u9ec3\u654f\u6643\u3001\u5442\u7389\u7434\uff081992\uff09\uff1a\uff1c\u5e2b\u9662\u65b0\u751f\u7684\u521d\u7b49\u6578\u5b78\u80fd\u529b\uff1e\u3002\u300a\u570b\u6559\u5b78\u5831\u300b\uff0c \u7b2c4\u671f\uff0c\u98011-21\u3002<\/li>
  • \u6797\u798f\u4f86\uff081987\uff09\uff1a\uff1c\u6578\u5b78\u6559\u80b2\u7684\u554f\u984c\u8207\u7814\u7a76\uff1e\u3002\u300a\u79d1\u5b78\u6559\u80b2\u6708\u520a\u300b\uff0c\u7b2c18\u5377\u7b2c7\u671f\uff0c\u9801494-496\u3002<\/li>
  • \u6797\u798f\u4f86\uff081987\uff09\uff1a\uff1c\u6578\u5b78\u6559\u80b2\u7814\u7a76\u7684\u8da8\u52e2\uff1e\u3002\u300a\u79d1\u5b78\u767c\u5c55\u300b\uff0c\u7b2c15\u5377\u7b2c10\u671f\uff0c\u98011354-1363\u3002<\/li>
  • Lin, F. L. (1988). Societal differences and their influences on children\u2019s mathematics understanding. Educational Studies in Mathematics, 19, 471-497.<\/li>
  • 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<\/li>
  • 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<\/li>
  • Lin, F. L. (1980). On cyclic automorphism groups of Riemann Surfaces and theta functions. Chinese Journal of Mathematics. 8(1), 93-104.<\/li>
  • Lin, F. L. (1979). Conformal symmetric embeddings of compact Riemann Surfaces. Tamkang Journal of Mathematics. 10(1), 97-103.<\/li>
  • Lin, F. L. (1979). Embeddable dihedral groups of Riemann Surfaces. Chinese Journal of Mathematics. 7(2), 133-152.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    • Lin, F. L., Yang, K. L.,\u00a0Chen, J. C., & Hsu, H. Y. (2011, July 10-15).\u00a0Conceptualizing Educative Power of Researcher-Educator.\u00a0In Ubuz, B. (Ed.).\u00a0Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education.\u00a0<\/em>1, 351. PME: Ankara, Turkey.<\/li>
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    • Lee,\u00a0Y. S.,\u00a0Lin,\u00a0F. L.,\u00a0Lee,\u00a0W. L.,\u00a0Wu,\u00a0T. F.,\u00a0Hsu,\u00a0S. F.,\u00a0&\u00a0Ma,\u00a0H. Y. (2010, July 18-23).\u00a0The National Survey on Taiwanese Fourth-grade Mathematics Classrooms. In M. M. F. Pinto, & T. F. Kawasaki, (Eds.). Proceedings\u00a0of\u00a0the\u00a034th\u00a0Conferences\u00a0of\u00a0the\u00a0International Group for the Psychology of Mathematics Education.<\/em>4, 329-336, <\/em>PME 34: Belo Horizonte, Brazil.<\/li>
    • Lin, F. L. (2010). Ambiguity of Factors Contributing to Students Performance on International Assessment. CICS Roundtable Meeting, National Institute of Education, Singapore, 17 February.<\/li>
    • 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<\/em>, 5, 377-384.\u00a0PME:\u00a0 Thessaloniki, Greece.<\/li>
    • Chin, E. T., Liu, C. Y., & Lin, F. L. (2009, May 10-15). Taiwanese Junior High School Students\u2019 Proof Conceptions in Algebra. In, F. L. Lin, F. J. Hsieh, G. Hanna, & M. de Villiers (Eds.),\u00a0Proceedings of the 19th<\/sup> <\/em>International Commission on Mathematical Instruction Study Conference: Proof and Proving in Mathematics Education.\u00a01, 118-123. <\/em>ICMI Study 19: Taipei, Taiwan.<\/li>
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    • Lin, F. L. (2009, October 22-24). Promoting and Implementing Education Policy. Congress Paradigms in Mathematical Education for the 21st Century, Valencia, Spain.<\/li>
    • Yang, K. L., Lin, F. L., & Wu, J. D. (2008, July 17-21). Re-investigating Characteristics of Mathematical Conjecturing. Proceedings of\u00a0the 32nd Conference of the International Group for the Psychology of Mathematics Education<\/em>, 1, 369. PME 32: Morelia, Mexico.<\/li>
    • Lin, F. L. (2008, January 15). Conjecturing as a pivot of mathematics learning. Cinvestav, Mexico.<\/li>
    • \u694a\u51f1\u7433\u3001\u6797\u798f\u4f86\u3001\u856d\u5fd7\u5982(2008)\u3002\u6982\uf9a3\u5316\uf969\u5b78\u5efa\u6a21\u8868\u73fe\u7684\u8a55\uf97e\u898f\u6e96\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e8c\u5341\u56db\u5c46\u79d1\u5b78\u6559\u80b2\u5e74\u6703<\/strong>\u8ad6\u6587\u767c\u8868\uff0c\u5f70\u5316\uff1a\u570b\u7acb\u5f70\u5316\u5e2b\u7bc4\u5927\u5b78\uff0c12\u670818-20\u65e5\u3002<\/li>
    • Chen, I. E., & Lin, F. L. (2008, July 17-21) Types of Secondary Students\u2019 Conjectures on The Consecutive Numbers Problem. In\u00a0the 32nd Conference of the International Group for the Psychology of Mathematics Education. <\/em>1, 244. PME 32: Morelia, Mexico.<\/li>
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    • Lin, F. L. (2007, November 11-16). Participating in developing curriculum for integrating emerging science and technology as a strategy for in-service teachers\u2019 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.<\/li>
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    • 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<\/em>, 2, 113-120. Seoul, Korea: PME.<\/li>
    • 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<\/sup> Conference of the International Group for the Psychology of Mathematics Education<\/em>, 1, 286. PME 30: Prague, Czech Republic.<\/li>
    • 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<\/sup> Conference of the International Group for the Psychology of Mathematics Education<\/em>, 1, 406. PME 30: Prague, Czech Republic.<\/li>
    • Cheng, Y. H., & Lin, F. L. (2006, July 16-21). Using Reading and Coloring to Enhance Incomplete Prover\u2019s Performance in Geometry Proof. In J. Novotna, H. Moraova, M. Kratka & N. Stehlikova (Eds.), Proceedings of the 30th<\/sup> Conference of the International Group for the Psychology of Mathematics Education<\/em>, 2, 289-296. PME 30: Prague, Czech Republic.<\/li>
    • Gal, H., Lin, F. L., & Ying, J. M. (2006, July 16-21). The Hidden Side in Taiwanese Classrooms \u2013 Through the Lens of PLS in Geometry. In J. Novotna, H. Moraova, M. Kratka & N. Stehlikova (Eds.), Proceedings of the 30th<\/sup> Conference of the International Group for the Psychology of Mathematics Education<\/em>, 3, 145-152. PME 30: Prague, Czech Republic.<\/li>
    • Yang, K. L., Lin, F. L., & Wu, C. D. (2006) Relationship between character recognition of mathematics descriptions and specialized abilities in students. 22nd<\/sup> Science Education Seminar of R.O.C., Taiwan National Normal University, 15, December 2006.<\/li>
    • Yang, K. L., Lin, F. L., & Wang, Y. T. (2006) Discussion of the understanding traits on interpreting proofs. 22nd<\/sup> Science Education Seminar of R.O.C., Taiwan National Normal University, 15, December 2006.<\/li>
    • 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.<\/li>
    • 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.<\/li>
    • 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.<\/li>
    • 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.<\/li>
    • 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.<\/li>
    • 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.<\/li>
    • Lin, F.L., (2005, July 10-15), Modeling Students\u2019 Learning on Mathematical Proof and Refutation. Proceedings of the 29th Conference of International Group for the Psychology of Mathematics Education<\/em>, 1, 3-18. Melbourne, Australia: PME.<\/li>
    • 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.<\/li>
    • Lin, F. L., & Yang, K. L. (2004, July 14-18). Differentiation of Students\u2019 Reasoning on Linear and Quadratic Number Patterns. Profceedings of the 28th<\/sup> Conference of the International Group for the Psychology of Mathematics Education. 4, 457-464. PME 28: Bergen, Norway.<\/li>
    • Lin, F. L. (2003). Issues of Integrating Mathematics into Pedagogical Knowledge. Korea conference. Korea, Feb 22<\/li>
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    • 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<\/li>
    • Lin, F. L., Lee, Y. S., & Yu, J. Y. W. (2002). Students\u2019 understanding of proof by contradiction. 2002 International Conference on Mathematics: Understanding Proving and Proving to understand. 115-142.<\/li>
    • Lin, F. L. (2002).Designing Activities Diagnostically and Creatively for Understanding Proving.Paper presented in Conference.Taiwan,Nov 16-19.<\/li>
    • 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.<\/li>
    • 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<\/em>(1), 17-28.<\/li>
    • 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<\/sup> Conference of the International Group for the Psychology of Mathematics Education<\/em>, 4, 311-318.<\/li>
    • Chin, C., & Lin, F. L. (2001). Value-Loaded Activities in Mathematics Classroom. In V. D. Heuvel-Panhuizen, (Eds.), Proceedings of the 25th<\/sup> Conference of the International Group for the Psychology of Mathematics Education<\/em>, 2, 249-256.<\/li>
    • Chin, C., & Lin, F. L. (2000). Values and Values statement Emerged in students\u2019 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.<\/li>
    • Lin, F. L. (2000). Taiwanese Research Program on Values in Mathematics\u00a0\u00a0\u00a0 Education, Paper presented on A Satellite Meeting of ICME-9, History in Mathematics Education: Challenges for a New Millennium, Taipei, Taiwan.<\/li>
    • Lin, F. L., Lew, H. C., Reiss, K., & Matsushita, K. (2000). TSG 13: Mathematical Learning and Cognitive Process. Proceedings of the 9th<\/sup> International Congress on Mathematical Education.<\/em><\/li>
    • Lin, F. L. (2000). Investigating Local Learning Issues in Mathematics Education from an International Perspectives, A Keynote Speech on 2nd<\/sup> International Conference on Science, Mathematics and Technology Education. January, Taipei, Taiwan.<\/li>
    • Lin, F. L. (2000), A sketch of Taiwan Mathematics Education, Paper Presented in the 9th<\/sup> International Congress on Mathematical Education, Tokyo, Japan.<\/li>
    • 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<\/sup> International congress on Mathematics Education, Tokyo, Japan.<\/li>
    • Chen, I. E., & Lin, F. L. (2000). A Thinking Model of Mathematics Conjecturing, In Nakahara T & Koyama M.(eds.), Proceedings of the 24th<\/sup> Conference of the International Group for the Psychology of Mathematics Education<\/em>, 1, 147.<\/li>
    • 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<\/sup> conference of the International Group for the Psychology of Mathematics Education<\/em>, 1, 84-88.<\/li>
    • 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.<\/li>
    • 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.<\/li>
    • Chin, C., & Lin, F. L. (1999). One mathematics teacher\u2019s pedagogical values: intended, implemented, and self-phased. Paper presented at International Conference on Mathematics Teacher Education, Taipei, Taiwan, 10-14 May.<\/li>
    • 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.<\/li>
    • 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.<\/li>
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    • 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.<\/li>
    • Lin, F. L. (1987). Mathematical understanding. Paper presented at the Sino-America Conference in Mathematics Education. Kaohsiung, Taiwan.<\/li>
    • \u6797\u798f\u4f86\u3001\u9023\u79c0\u947e\uff081987\uff09\uff1a\uff1c\u601d\u8003\u8207\u89e3\u984c\u904e\u7a0b\uff1a\u5e73\u79fb\uff1e\u3002\u300a75\u5b78\u5e74\u5ea6\u79d1\u5b78\u6559\u80b2\u5b78\u8853\u7814\u8a0e\u6703\u300b\u3002\u6c11\u570b76\u5e742\u6708\u3002<\/li>
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    • \u6797\u798f\u4f86\u3001\u90ed\u6c7e\u6d3e\u3001\u6797\u5149\u8ce2\uff081985\uff09\uff1a\uff1c\u6bd4\u548c\u6bd4\u4f8b\u7684\u4e86\u89e3\u5c64\u6b21\u8207\u8a8d\u77e5\u968e\u6bb5\uff1e\u3002\u300a\u5e2b\u5927\u79d1\u6559\u5b78\u8853\u7814\u8a0e\u6703\u8ad6\u6587\u5f59\u520a\u300b\uff0c\u9801139-150\u3002<\/li>
    • Lin, F. L. (1983). The secondary school mathematics curriculum projects in Taiwan \u2013 analysis and criticism. Proceeding of the 1st Asian-Pacific Conference on Science Education, 349-353.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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      • 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.<\/li>
      • \u5f35\u5343\u60e0\u3001\u6797\u798f\u4f86\u3001\u8b1d\u4f73\u53e1(2021)\u3002\u5168\u76f2\u751f\u597d\u597d\u73a9\u6578\u5b78\uff1a\u6a21\u7d44\u6559\u5b78\u624b\u518a\u3002\u81fa\u5317\u5e02\uff1a\u4e94\u5357\u3002<\/li>
      • 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<\/em>: An Asian perspective, <\/em>151-168. Springer.<\/li>
      • 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.<\/em> 189-203. Springer.<\/li>
      • Lin, F. L., & Chang, Y. P. (2017). Mathematics Teachers Professional Development in Taiwan. In B. Kaur, O. N. Kwon, & Y.-H. Leong (Eds.),\u00a0Professional Development of Mathematics Teachers<\/em>: An Asian Perspective,<\/em> 109-117. Springer.<\/li>
      • Lin, F. L., & Rowland, T. (2016). Pre-Service and In-Service Mathematics Teachers\u2019 Knowledge and Professional Development. In\u00a0the Second Handbook of Research on the Psychology of Mathematics Education, 483-520. Sense Publishers.<\/li>
      • 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<\/em>, Higher Education Publishing Co., Ltd.<\/li>
      • Yang K. L., & Lin F. L. (2015). The Effects of PISA in Taiwan: Contemporary Assessment Reform. In\u00a0S. Kaye, & R. Turner (Eds.), Assessing Mathematical Literacy<\/em>. 261-273. Springer International Publishing.<\/li>
      • Lee, Y. S., & Lin, F. L. (2015). A Large-Scale Video Survey on Taiwanese Fourth-Grade Classrooms of Mathematical Teaching Behaviors. In\u00a0How Chinese Teach Mathematics: Perspectives from Insiders<\/em>, 373-407.<\/li>
      • \u6797\u798f\u4f86\u3001\u738b\u5a77\u7469\u3001\u6797\u58fd\u798f (2016)\u504f\u9109\u5b78\u751f\u8207\u6559\u5e2b\u6578\u5b78\u5b78\u7fd2\u71b1\u60c5\u7684\u4e92\u71c3\u3002\u504f\u9109\u6559\u80b2\u5275\u65b0\u767c\u5c55\u65b9\u6848\u5c08\u66f8<\/li>
      • \u6797\u798f\u4f86\u3001\u9673\u5efa\u8aa0\u3001\u8a31\u6167\u7389\u3001\u694a\u51f1\u7433\uff082015\u5e7409\u6708\uff09\u3002\u4e3b\u52d5\u601d\u8003\uff1a\u8cbc\u8fd1\u6578\u5b78\u7684\u5fc3\u8df3\uff08ISBN\uff1a9789869177979\uff09\u3002\u81fa\u7063\uff1a\u958b\u5b78\u6587\u5316\u4e8b\u696d\u80a1\u4efd\u6709\u9650\u516c\u53f8\u3002<\/li>
      • Lin, F. L. (2014). Mathematics Teacher as Learner. Encyclopedia of Mathematics Education.<\/em> 424-425. Springer.<\/li>
      • Lee, Y. S., & Lin, F. L. (2013). The National Video Survey on Taiwanese Fourth-Grade Classroom of Mathematical Teaching Behaviors. In F, Lianghuo. W, Ngaiying. C, Jinfa. & L, Shiqi (Eds,). How Chinese Teach Mathematic.<\/em> World Scientific Publishing.<\/li>
      • Lin, F. L., Yang, K. L., Lee, K. H., Tabach, M., & Stylianides, G. (2012). Task Design for Conjecturing and Proving: Developing Principles based on Practical Tasks. In M. de Villiers & G. Hanna (eds). Proof and Proving in Mathematics Education, ICME Study 19, 305-326. Springer.<\/li>
      • Lin, F. L., Yang, K. L., Lo, J. J., Tsamir, P., Tirosh, D., & Stylianides, G. (2012). Teachers\u2019 Professional Learning of Teaching Proof and Proving. In M. de Villiers & G. Hanna (eds).\u00a0Proof and Proving in Mathematics Education<\/em>, 327-346. Springer.<\/li>
      • Lin, F. L., Yang, K. L., Lee, K. H., Tabach, M., & Stylianides, G. (2012). Principles of Task Design for Conjecturing and Proving. In G. Hanna and M. de Villiers (eds), Proof and Proving in Mathematics Education,<\/em> 305-325. Springer.<\/li>
      • Lin, F. L., & da Ponte, J. P. (2008). Face-to-face learning communities of prospective mathematics teachers: Studies on their professional growth. In K., Krainer (Ed.), Participants in mathematics teacher education: Individuals, teams, communities, and networks. Vol. 3 of the International handbook of mathematics teacher education<\/em>.<\/li>
      • Cai, J., Lin, F. L., & Fan, L. (2004). How do Chinese learn mathematics? Some evidence-based insights and needed directions. In L. Fan and J. Cai (Ed.), How Chinese learn mathematics: Perspectives from insiders<\/em>, 535-554. Singapore: World Scientific Publishing.<\/li>
      • Lin, F. L. (ed.) (2003). Common Sense in Mathematics Education.<\/li>
      • Lin, F. L., & Cooney, T. J. (eds.). (2001). Making Sense of Mathematics Teacher Education. <\/em>Kluwer Academic Publishers, 335.<\/li>
      • Chin, C., Leu, Y. C., & Lin, F. L. (2001). Pedagogical Values in Mathematics Teaching and Teacher Education: Case Studies of Two Experienced Teachers. In Lin, F. L., & Cooney, T., (eds.), Making Sense of Mathematics Teacher Education<\/em>, 247-270. Kluwer Academic Publishers.<\/li>
      • Lin, F. L. (2000). Investigating Local Learning Issues in Mathematics Education From An International Perspectives. In Fisher, D., & Yang, J. H. (eds.), Proceedings of the Second Conference on Science, Mathematics and Technology Education<\/em>, 273-286.<\/li>
      • \u6797\u798f\u4f86\uff081988\uff09\uff1a\uff1c\u5e2b\u751f\u4e00\u8d77\u300c\u73a9\u6578\u5b78\u300d\uff1e\u3002\u300a\u79d1\u5b78\u6708\u520a\u300b\uff0c\u7b2c19\u5377\u7b2c3\u671f\uff0c\u9801222-230\u3002<\/li>
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      • \u6797\u798f\u4f86\uff081988\uff09\uff1a\uff1c\u82f1\u570b\u90a3\u98db\u723e\u4e2d\u5b78\u6578\u5b78\u8ab2\u7a0b\u8a08\u756b\uff1e\u3002\u300a\u79d1\u6559\u6708\u520a\u300b\uff0c\u7b2c113\u671f\uff0c\u980131-56\u3002<\/li>
      • \u6797\u798f\u4f86\uff081985\uff09\uff1a\uff1c\u8a55\u91cf\u2500\u6559\u5b78\u7684\u904e\u7a0b\uff1e\u3002\u300a\u570b\u6c11\u4e2d\u5b78\u6559\u5b78\u8a55\u91cf\u7406\u8ad6\u8207\u5be6\u969b\u300b\uff0c\u81fa\u5317\u5e02\u6559\u80b2\u5c40\uff0c\u980141-47\u3002<\/li>
      • \u6797\u798f\u4f86\uff081984\uff09\uff1a\uff1c\u6578\u5b78\u79d1\u6559\u5b78\u8a55\u91cf\u6ce8\u610f\u4e8b\u9805\uff1e\u3002\u81fa\u7063\u7701\u9ad8\u7d1a\u4e2d\u5b78\u6559\u5b78\u8a55\u91cf\u624b\u518a\u3002<\/li>
      • \u6797\u798f\u4f86\uff081984\uff09\uff1a\uff1c\u9752\u5c11\u5e74\u7684\u6bd4\u4f8b\u63a8\u7406\u65b9\u5f0f\uff1e\uff08\u9644\u53f0\u5317\u5340\u570b\u4e2d\u751f\u6bd4\u4f8b\u6982\u5ff5\u767c\u5c55\u7814\u7a76\u8cc7\u6599\uff09\uff1e\u300273\u5e74\u6691\u671f\u6559\u5b78\u8a55\u91cf\u7814\u8a0e\u6703\u5831\u544a\u3002<\/li>
      • \u6797\u798f\u4f86\uff081984\uff09\uff1a\uff1c\u9752\u5c11\u5e74\u7684\u6bd4\u4f8b\u6982\u5ff5\u767c\u5c55\uff1e\u3002\u300a\u79d1\u6559\u6708\u520a\u300b\uff0c\u7b2c73\u671f\uff0c\u98017-26\u3002<\/li>
      • \u6797\u798f\u4f86\uff081984\uff09\uff1a\uff1c\u5b78\u7fd2\u8005\u7279\u6027\uff1e\u3002\u300a\u570b\u79d1\u6703\u6578\u5b78\u6559\u80b2\u90e8\u9580\u898f\u5283\u8cc7\u6599\u300b\uff0c\u980119-89\u3002<\/li>
      • \u6797\u798f\u4f86\uff081983\uff09\uff1a\uff1c\u82f1\u570b\u7684\u6703\u8003\u5236\u5ea6\uff1e\u3002\u300a\u79d1\u6559\u6708\u520a\u300b\uff0c\u7b2c58\u671f\uff0c\u98012-11\u3002<\/li>
      • \u6797\u798f\u4f86\uff081983\uff09\uff1a\uff1c\u82f1\u570b\u7684\u65b0SMP\u4e2d\u5b78\u6578\u5b78\u8ab2\u7a0b\uff1e\u3002\u300a\u79d1\u6559\u6708\u520a\u300b\uff0c\u7b2c61\u671f\uff0c\u980117-26\u3002<\/li>
      • \u6797\u798f\u4f86\uff081982\uff09\uff1a\uff1c\u8ac7\u4e2d\u5b78\u5e7e\u4f55\u6559\u6750\uff1e\u3002\u300a\u79d1\u6559\u6708\u520a\u300b\uff0c\u7b2c46\u671f\uff0c\u980114-24\u3002<\/li>
      • \u6797\u798f\u4f86\uff081982\uff09\uff1a\uff1c\u82f1\u570b\u7684\u6578\u5b78\u6559\u80b2\u7e3d\u8a55\uff1e\u3002\u300a\u79d1\u6559\u6708\u520a\u300b\uff0c\u7b2c55\u671f\uff0c\u980134-43\u3002<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

        Program Consultant Emiritus Professor Fou-Lai Lin Email […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"0","ocean_second_sidebar":"0","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"0","ocean_custom_header_template":"0","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"0","ocean_menu_typo_font_family":"0","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"0","footnotes":""},"class_list":["post-20274","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/wp-json\/wp\/v2\/pages\/20274","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/wp-json\/wp\/v2\/comments?post=20274"}],"version-history":[{"count":0,"href":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/wp-json\/wp\/v2\/pages\/20274\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/wp-json\/wp\/v2\/media?parent=20274"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}