{"id":6279,"date":"2021-11-22T18:38:05","date_gmt":"2021-11-22T10:38:05","guid":{"rendered":"http:\/\/140.122.64.157\/ime\/?page_id=6279"},"modified":"2026-08-03T13:28:15","modified_gmt":"2026-08-03T05:28:15","slug":"faculty1","status":"publish","type":"page","link":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/faculty1\/","title":{"rendered":"\u4e3b\u4efb"},"content":{"rendered":"\t\t
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\u4fe1\u7bb1\uff1akailin@ntnu.edu.tw<\/a>
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\u570b\u7acb\u81fa\u7063\u5e2b\u7bc4\u5927\u5b78 \u6578\u5b78\u7cfb \u535a\u58eb<\/span>\u00a0(Ph.D.) 2000.9-2004.6
Ph.D. in Mathematics Education (Normal Taiwan Normal University)<\/span>
Dissertation: Model of Reading Comprehension of Geometry Proof,
<\/span>Advisor:\u00a0Professor Fou-Lai Lin<\/span><\/span><\/p>

\u570b\u7acb\u4ea4\u901a\u5927\u5b78 \u7d71\u8a08\u5b78\u7814\u7a76\u6240 \u78a9\u58eb<\/span>\u00a0(M.A.) 1998.9-2000.6
M.A<\/span>.\u00a0in Statistics (National Chiao Tung University)<\/span><\/span><\/p>

\u570b\u7acb\u81fa\u7063\u5e2b\u7bc4\u5927\u5b78 \u6578\u5b78\u7cfb \u5b78\u58eb<\/span>\u00a0(B.A.) 1993.9-1997.6
B.A<\/span>.\u00a0in\u00a0<\/span>Mathematics\u00a0(National\u00a0<\/span>Taiwan Normal\u00a0University)<\/span><\/span><\/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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\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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  • Yang, K. L., Fang*, S. C., & Fan*, S. C. (2025). Development and validation of an instrument for assessing secondary students\u2019 transdisciplinary STEM practices. International Journal of STEM Education, 12(1), 5.<\/li>\n
  • Yang, K. L., Wu*, H. K., Wu, J. Y., Lin, K. Y., & Hsu, Y. S. (2025). Identity and experience matter: Differences between secondary STEM teachers\u2019 self-efficacy and commitment in integrated STEM teaching activities. Eurasia Journal of Mathematics, Science and Technology Education, 21(4), em2609.<\/li>\n
  • Yang, K. L., Krawitz, J., Schukajlow, S., Yang, C. C., & Chang*, Y. P. (2024).German and Taiwanese secondary students\u2019 mathematical modelling task value profiles and their relation to mathematical knowledge and modelling performance. European Journal of Psychology of Education, 1-21.<\/li>\n
  • Wang*, T. Y., Yang, K. L., & Lin, F. L. (2024). Exploring the Feasibility of Co-Construction among Mathematics Teachers and Teacher Educators: Analysis of Discourse in a Product-Based Teacher Professional Development Program. Mathematics Teacher Education and Development, 26(1),3.<\/li>\n
  • Yang, K. L., He*, X. B., Tambunan, S. N. B., & Zhang, Q. (2023). Values of mathematics as a pivot of the perceptions of secondary mathematics teachers in iSTEM education. Research in Science & Technological Education, 1-19.<\/li>
  • Fang, S. C., Yang, K. L., Fan*, S. C. (2023). A conceptual framework for assessing transdisciplinary STEM practices. Research in Science & Technological Education. (SSCI)<\/li>\n
  • Yang*, KL., Chen, CY. Effects of non-digital games integrated with digital games for advancing fifth graders\u2019 spatial reasoning abilities. Educ Inf Technol (2023).<\/li>\n
  • Yang, K. L., Cheng, Y. H., Wang, T. Y., & Chen*, J. C. (2023). Preservice mathematics teachers\u2019 reasoning about their instructional design for using technology to teach mathematics. Asia-Pacific Journal of Teacher Education, 1-18. (SSCI)<\/li>\n
  • Chen, Y. Z., & Yang*, K. L. (2023). Variables for designing cube folding tasks influencing sixth\u2010graders’ performance. Applied Cognitive Psychology. 37(1), 137-146. (SSCI)<\/li>\n
  • 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(12), em2187.<\/li>\n
  • Yang*, KL., Ball, L. (2022). STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study. Journal of Mathematics Teacher Education. 1-23 (SSCI)<\/li>\n
  • Tambunan, S. N. B., & Yang*, K. L. (2022). Indonesian mathematics teachers\u2019 conceptions on values of the relationship between mathematics and STEM education. Cogent Education, 9(1), 2107303. (SCOPUS)<\/li>\n
  • Wu, W. R., & Yang*, K. L. (2022). The relationships between computational and mathematical thinking: A review study on tasks. Cogent Education, 9(1), 2098929. (SCOPUS)<\/li>\n
  • Lin*, K. Y., Yeh, Y. F., Hsu, Y. S., Wu, J. Y., Yang, K. L., & Wu, H. K. (2023). STEM education goals in the twenty-first century: Teachers\u2019 perceptions and experiences. International Journal of Technology and Design Education. 33(2), 479-496 (SSCI)<\/li>\n
  • Yang, K. L., Hsu*, H. Y., & Cheng, Y. H. (2022). Opportunities and challenges of mathematics learning in Taiwan: a critical review. ZDM\u2013Mathematics Education 54, 569-580. (SSCI)<\/li>\n
  • Yang*, K. L., Lin, F. L., & Tso, T. Y. (2022). An Approach to Enactivist Perspective on Learning: Mathematics-Grounding Activities. The Asia-Pacific Education Researcher, 31(6), 657-666. (SSCI)<\/li>\n
  • Krawitz*, J., Chang, Y. P., Yang, K. L., & Schukajlow, S. (2022). The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan. Educational Studies in Mathematics. 109(2), 337-359. (SSCI)<\/li>\n
  • Yang, K. L., Wu*, H. K., Yeh, Y. F., Lin, K. Y., Wu, J. Y., & Hsu, Y. S. (2021). Implementers, designers, and disseminators of integrated STEM activities: self-efficacy and commitment. Research in Science & Technological Education, 1-19. (SSCI)<\/li>\n
  • \u9673\u5efa\u4ea8\u3001\u694a\u51f1\u7433(\u5df2\u63a5\u53d7)\u3002 \u6e2c\u9a57\u984c\u578b\u5c0d\u5b78\u751f\u6578\u5b78\u8868\u73fe\u6c34\u6e96\u4e4b\u5f71\u97ff\u2500\u4ee5\u76f8\u4f3c\u5f62\u70ba\u4f8b\u3002 \u6559\u80b2\u79d1\u5b78\u7814\u7a76\u671f\u520a\u3002(TSSCI)<\/li>\n
  • Yang, K. L., & Idris, K. (2021). Conceptualizing a framework for analysing college statistics textbooks in terms of text accessibility. Statistics Education Research Journal, 20 (1), 1-16.<\/li>\n
  • 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\u2013Mathematics Education, 1-16.<\/li>\n
  • 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). ISSN 1759-1325<\/li>\n
  • 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-world model and interest in Germany and Taiwan. Educational Studies in Mathematics, 1-23. (SSCI)<\/li>\n
  • Yang, K. L., Tso, T. Y., Chen, C. S., Lin, Y. H., Liu, S. T., Lin, S. W., & Lei*, K. H. (2021). Towards a conceptual framework for understanding and developing mathematical competence: A multi-dual perspective. Innovations in Education and Teaching International, 58 (1), 72-83. (SSCI)<\/li>\n
  • Chang, Y. P., Krawitz, J., Schukajlow, S., & Yang*, K. L. (2020). Comparing German and Taiwanese secondary school students\u2019 knowledge in solving mathematical modelling tasks requiring their assumptions. ZDM, 52 (1), 59-72.<\/li>\n
  • Yang*, K. L., & Liu, X. Y. (2019). Exploratory Study on Taiwanese Secondary Teachers\u2019 Critiques of Mathematics Textbooks. EURASIA Journal of Mathematics, Science and Technology Education, 15 (1), 1-16.<\/li>\n
  • 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)<\/li>\n
  • 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, 1-18. (SSCI)<\/li>\n
  • Chen, J. C., Lin*, F. L., & Yang, K. L. (2017, online) A novice mathematics teacher educator\u2013researcher\u2019s evolution of tools designed for in-service mathematics teachers\u2019 professional development. Journal of Mathematics Teacher Education, 1-23.<\/li>\n
  • Idris, K., & Yang*, K. L. (2017, accepted). Development and Validation of an Instrument to Measure Indonesian Pre-service Teachers\u2019 Conceptions of Statistics. The Asia-Pacific Education Researcher, 1-10.<\/li>\n
  • \u8607\u6167\u73cd\u3001\u694a\u51f1\u7433*\u3001\u9673\u4f73\u967d(2017)\u3002\u95b1\u8b80\u7b56\u7565\u6559\u5b78\u5c0d\u9ad8\u4e8c\u5b78\u751f\u6578\u5b78\u5b78\u7fd2\u8868\u73fe\u7684\u5f71\u97ff\u3002\u6559\u80b2\u79d1\u5b78\u7814\u7a76\u671f\u520a\u3002\u7b2c62\u5377\u7b2c1\u671f\uff0c33-58\u9801\u3002<\/li>\n
  • Yang, K. L., & Li, J. L. (2016). A Framework for Assessing Reading Comprehension of Geometric Construction Texts. International Journal of Science and Mathematics Education, 1-16. DOI: 10.1007\/s10763-016-9770-6 (SSCI)<\/li>\n
  • Yang, K. L. (2016). Analyzing mathematics textbooks through a constructive-empirical perspective on abstraction: The case of Pythagoras\u2019 theorem. Eurasia Journal of Mathematics, Science & Technology Education, 12(4), 913-930. (SSCI)<\/li>\n
  • Yang, K. L., Hsu, H. Y., Lin*, F. L., Chen, J. C., and Cheng, Y. H. (2015). Exploring the educative power of an experienced mathematics teacher educator-researcher. Educational Studies in Mathematics, 89(1), 19-39. (SSCI)<\/li>\n
  • \u9673\u5efa\u8c6a\u3001\u694a\u51f1\u7433*(2015)\u3002\u61c9\u7528\u5ee3\u7fa9\u4f30\u8a08\u65b9\u7a0b\u5f0f\u65bc\u6559\u80b2\u7814\u7a76\u3002\u81fa\u6771\u5927\u5b78\u6559\u80b2\u5b78\u5831\uff0c\u7b2c26\u5377\u7b2c1\u671f\uff0c41-66\u9801\u3002(TSSCI, NSC 101-2511-S-003 -010 -MY3)<\/li>\n
  • Ekawati*, R., Lin, F. L., & Yang, K. L. (2015). Primary Teachers\u2019 knowledge for teaching ratio and proportion in Mathematics: The case of Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, 11(3), 513-533. (SSCI)<\/li>\n
  • Ekawati*, R., Lin, F. L., & Yang, K. L. (2015). Developing an instrument for measuring teachers\u2019 mathematics content knowledge on ratio and proportion: A case of Indonesian primary teachers. International Journal of Science and Mathematics Education, 13(1), 1-24. (DOI) 10.1007\/s10763-014-9532-2 (SSCI)<\/li>\n
  • Yang, K. L. (2014). An exploratory study of Taiwanese mathematics teachers\u2019 conceptions of school mathematics, school statistics, and their differences. International Journal of Science and Mathematics Education, 12(6), 1497-1518. (DOI) 10.1007\/s10763-014-9519-z. (SSCI, NSC 101-2511-S-003-010-MY3)<\/li>\n
  • Yang*, K. L. (2013). A framework for analyzing textbooks based on the notion of abstraction. For the Learning of Mathematics, 33(1), 33-39. (NSC 101 \u2013 2511 \u2013 S \u2013 003 \u2013 010 \u2013 MY3)<\/li>\n
  • Yang*, K. L., Lin, F. L., Hsiao, C. R. (2012). Study on a Rubric for Assessing Mathematical Modeling Performance. Chinese Journal of Science Education, 20(4), 319-342.\uff08TSSCI, NSC 95-2521-S-018-003-MY3)<\/li>\n
  • 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(2), 215-238. DOI: 10.1007\/s13394-012-0039-2. (NSC 96-2521-S-018-004-MY3)<\/li>\n
  • Lei, K. H., Yang*, K. L. (2012). Analysis of Statistics Content in Junior High School Mathematics Textbooks based on Statistical Cognition and Graph Comprehension. Journal of Textbook Research, 5(2), 31-72. (NSC 98-2511-S-003-009-M)<\/li>\n
  • Liu, C. C., Yang*, K. L., Hsu, H. Y. (2012). The Study of Six Graders\u2019 Problem-Solving Performance, Teachers\u2019 Problem Posing and Teaching Beliefs in Different Algebra. Contemporary Educational Research Quarterly, 20(2), 93-133. (TSSCI)<\/li>\n
  • Yang*, K. L. (2012). Structures of cognitive and metacognitive reading strategy use for reading comprehension of geometry proof. Educational Studies in Mathematics, 80(3), 301-326. DOI 10.1007\/s10649-011-9350-1. (SSCI, NSC 96-2521-S-018-004-MY3 and NSC 98-2511-S-003-009-M)<\/li>\n
  • Yang, K. L. (2010). Construction and Study of a Questionnaire for Measuring Attitudes towards Learning Probability. Psychological Testing, 57(4), 485-514. (In Chinese)<\/li>\n
  • Chen, Y. H. & Yang*, K. L. (2010). The Effects of Self-Reading and Text Layouts on Seventh Graders\u2019 Mathematical Performance about \u201cPythagorean Theorem\u201d. Journal of Research in Education Science, 55(1), 1-25. (In Chinese)<\/li>\n
  • Yang*, K. L. (2010). The Potential of Statement-Posing Tasks. For the learning of mathematics, 30(2), 22-23.<\/li>\n
  • Yang*, K. L. & Lin, F. L. (2009). The Association between students\u2019 self-evaluation of performance in reading comprehension of geometry proof and inclination for reading while encountering difficulty. National Taitung University Educational Research Journal, 20(2), 117-136. (In Chinese)<\/li>\n
  • Wu, J. D. & Yang*, K. L. (2009). Cognitive Characteristics of formulating and verifying conjectures of seventh grade cases with different reasoning abilities. Journal of Education and Psychology, 32(3), 115-143. (In Chinese)<\/li>\n
  • 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.<\/li>\n
  • Yang*, K. L. and Lin, F. L. (2008). A model of reading comprehension of geometry proof. Educational Studies in Mathematics, 67(1), 59-76.<\/li>\n
  • 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.<\/li>\n
  • Yang*, K. L. & Lin, F. L. (2006). Exploring the scaffolding strategies of inserting mathematical modeling into teaching of secondary mathematics and the latent mechanism of promoting teachers\u2019 reflection. Chinese Journal of Science Education, 14(5), 517-543.(In Chinese)<\/li>\n
  • Lin, F. L. & Yang*, K. L. (2005). Distinctive characteristics of mathematical thinking in a non-modeling friendly environment. Teaching Mathematics and its Applications, 24(2-3), 97-106.<\/li>\n
  • Lin, F.L., Yang*, K. L., & Chen, C.Y. (2004). The features and relationships of explanation, understanding proof and reasoning in number pattern. International Journal of Science and Mathematics Education, v2(2), 227-256.<\/li>\n
  • Heinze, A., Cheng, Y. H. & Yang, K. L. (2004). Students\u2019 performance in reasoning and proof in Taiwan and Germany: Results, paradoxes and open questions. Zentalbatt fur Didaktik der Mathematik, v36(5), 162-171.<\/li>\n
  • 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<\/li>\n<\/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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    • Dai*, Y. H. & Yang, K. L. (2024, July 17-21). An Empirical Evaluation Of Using Instructional Videos In Differentiated Instruction For Eighth Graders\u2019 Learning Of Mathematical Problem Solving [Research Report]. 47th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME47), Aotearoa, New Zealand.<\/li>
    • Guo*, P. C., & Yang, K. L. (2024, July 17-21). Pedagogical Functions Of Representations In General And Vocational High School Textbooks: The Case Of Limits And Derivatives [Oral Communication]. 47th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME 47), Aotearoa, New Zealand.<\/li>
    • Yang*, K. L., & He, X.B. (2024, July 17-21). The Differences In Integrated-STEM Task Values Between Mathematics And Other STEM Teachers [Oral Communication]. 47 th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME 47), Aotearoa, New Zealand.<\/li>
    • Yang, K. L.,Chang*, Y.P., & Lin, F. L. (2024, July 7-14). Lesson Learned From Developing JDM Program [Paper presentation]. 15th International Congress on Mathematics Education (ICME-15), Sydney, Australia.\u00a0<\/li>
    • Yang*, K. L. (2024, July 2-5). Critical Thinking As An Approach To Coordinating Personal, Experimental And Theoretical Notions Of Chance [Oral Communication]. International Association of Statistics Education (IASE) 2024 Roundtable Conference, Aotearoa, New Zealand.<\/li>
    • Yang*, K. L. (2023, September 10-15). Design of STEM tasks based on mathematical reasoning in a sequence of modeling activities. The 21st International Conference on the Teaching of Mathematical Modeling and Applications (ICTMA 21), Awaji Island, Japan.\u00a0<\/li>
    • Yang*, K. L., Chen, C.H., Wu, W.R., Chen, Y. Z. (2023, August 22-26). Assessing Critical Thinking of Mathematical Literacy [Poster presentation]. The 20th Biennial European Association for Research on Learning and Instruction Conference (EARLI 2023), Thessaloniki, Greece.<\/li>
    • Yang*, K. L., Chen, C.H., Wu, W.R., Chen, Y. Z. (2023, July 16-21). Assessment of Reflection Skills of Mathematical Literacy [Oral Communication]. The 46th Conference of the International Group for the Psychology of Mathematics Education, Haifa, Israel.<\/li>
    • Yang, K. L., He, X.-B., Wu, W. R. & Yang, C.-C. (2022). Different academic background teachers\u2019 conceptions of the roles of mathematics in TAIWAN STEM education. 7th STEM in Education Conference, The University of Sydney, Australia. Virtual presentation, 23-26th November.<\/li>
    • Yang, K. L. & He, X.-B. (2022). Taiwanese Secondary Mathematics Teachers’ Values of the Relationship Between Mathematics and STEM Education. The 14th Asian Conference on Education (ACE 2022), Tokyo, Japan. Virtual presentation, 28th November-2nd, December.<\/li>
    • Tambunan, S. N. B., & Yang, K. L. (2022). Approaches to STEM Task Design: A Review Study. PME45, Virtual presentation. 18- 23, July.<\/li>
    • Chen Y., & Yang K. (2022) Challenges of Lesson Plan on Data and Chance with an Intervention of Video Analysis: Preservice Secondary Mathematics Teachers ISSN: 2186-5892 The Asian Conference on Education 2021: Official Conference Proceedings<\/li>
    • He, X.-B. & Yang, K. L. (2021). Views of Teachers From Different Academic Backgrounds on the Integration of Mathematics Into High School STEM Education. 13th Asian Conference on Education (ACE2021). Virtual presentation, 25-28th, November.<\/li>
    • \u4f55\u66c9\u5f6c\u3001\u694a\u51f1\u7433 (2021). \u79d1\u6280\u80cc\u666f\u9ad8\u4e2d\u6559\u5e2b\u5c0dSTEM\u6559\u80b2\u4e4b\u770b\u6cd5\u2014\u2014\u4ee5\u6a5f\u5668\u4eba\u7af6\u8cfd\u70ba\u4f8b, \u7b2c37\u5c46\u79d1\u5b78\u6559\u80b2\u570b\u969b\u7814\u8a0e\u6703\uff0c\u570b\u7acb\u5f70\u5316\u5e2b\u7bc4\u5927\u5b78\u30029-11, December.<\/li>
    • Yang, K. L., & Wu, W. R. (2021). The tasks requiring computational thinking in mathematics education research: critical. PME44, Virtual conference. 19- 22, July.<\/li>
    • Yang, K. L., & Tambunan, S. N. B. (2021) The tools related to mathematics teachers\u2019 pedagogical reasoning: critical review. 7th International Conference on Higher Education Advances (HEAd\u201921), Virtual conference, 22-23, June.<\/li>
    • Yang, K. L. (2021). Designing for Teachers: Just Do Math. 2021 Virtual Conference Far East Zone Programme. https:\/\/www.isdde.org\/2021-virtual-conference-far-east-zone\/<\/li>
    • \u694a\u51f1\u7433(2021)\u3002\u5b78\u79d1\u7279\u6027\u6240\u884d\u751f\u7684\u95b1\u8b80\u6559\u5b78(\u6578\u5b78\u79d1)\u3002\u67ef\u83ef\u8473\u6559\u6388\u7d00\u5ff5\u7814\u8a0e\u6703\uff0c\u570b\u7acb\u6e05\u83ef\u5927\u5b78\u7af9\u5e2b\u6559\u80b2\u5b78\u9662\u3002<\/li>
    • Chang, Y.-P., Lin, F.-L., Yang, K.-L. (2020). A mathematics teacher\u2018s learning in design-based research: The brokering supports through different collaborative groups. In H. Borko and D. Potari (Eds.), the proceedings of the twenty-fifth ICMI Study: Teachers of mathematics working and learning in collaborative groups (pp. 597\u2013 604). Lisbon, Portugal: University of Lisbon.<\/li>
    • Yang, K. L. (2019). A conceptual framework for designing pedagogical problems to investigate mathematics teachers\u2019 pedagogical reasoning. MERGA, Perth, Australia. 30 June \u2013 4 July.<\/li>
    • Yang, K. L. (2019). Intermediate frameworks and design tools emerging from iterative process of designing data modelling activities. MERGA, Perth, Australia. 30 June \u2013 4 July.<\/li>
    • Wang, T. Y., Yang, K. L., Wu, L. T., & Lin, F. L. (2018). Design and evaluation of a workshop to develop teachers\u2019 competence in designing mathematical grounding activities. PME42, Umea, Sweden. 3- 8, July.<\/li>
    • 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.<\/li>
    • Liu, X. Y., & Yang, K. L.(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.<\/li>
    • Lo, Y. W., & Yang, K. L. (2018). Exploring a mathematics teacher\u2019s designing of activities integrating. Proceedings of the 42st Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, pp. 195. Umea, Sweden. 3- 8, July.<\/li>
    • Yang, K. -L., & Hsu, H. -U. (2018). Designing and evaluating Math-Grounding activity to develop students\u2019 reasoning competence: The JUST-DO-MATH project. EARCOME 8, Taipei, Taiwan. 7-11 May.<\/li>
    • Chen, C.-Y., & Yang, K.-L. (2017). Design and evaluation of a board game for developing students\u2019 spatial ability. International Conference on Education, Psychology, and Learning, Sapporo, Japan. 23-25 Aug.<\/li>
    • Chen, Y.-Z., Chang, Y.-C., & Yang, K.-L. (2017). Assessing Young Children\u2019s Performance On The 2D-3D Mental Manipulation Tasks. International Conference on Education, Psychology, and Learning, Sapporo, Japan. 23-25 Aug.<\/li>
    • 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? The 41st PME Annual Conference, Singapore.<\/li>
    • 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\u2019 pedagogical reasoning. The 41st PME Annual Conference, Singapore.<\/li>
    • 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.<\/li>
    • 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.<\/li>
    • \u6d2a\u4ecb\u8208\u3001\u694a\u51f1\u7433(2016)\u3002\u521d\u63a2\u4e0d\u540c\u8868\u5fb5\u8207\u5426\u5b9a\u985e\u578b\u5c0d\u6f14\u7e79\u63a8\u7406\u8868\u73fe\u4e4b\u5f71\u97ff\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e09\u5341\u4e8c\u5c46\u79d1\u5b78\u6559\u80b2\u570b\u969b\u7814\u8a0e\u6703\u8ad6\u6587\u767c\u8868\uff0c\u81fa\u4e2d\uff1a\u570b\u7acb\u81ea\u7136\u79d1\u5b78\u535a\u7269\u9928\uff0c12\u67088-10\u65e5\u3002<\/li>
    • \u9673\u97fb\u5982\u3001\u5f35\u9038\u8d85\u3001\u694a\u51f1\u7433(2016)\u3002\u521d\u63a2\u9ad8\u4e2d\u751f\u5fc3\u667a\u64cd\u4f5c\u55ae\u65b9\u584a\u76843D\u8996\u5716\u4e4b\u601d\u8003\u7b56\u7565\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e09\u5341\u4e8c\u5c46\u79d1\u5b78\u6559\u80b2\u570b\u969b\u7814\u8a0e\u6703\u8ad6\u6587\u767c\u8868\uff0c\u81fa\u4e2d\uff1a\u570b\u7acb\u81ea\u7136\u79d1\u5b78\u535a\u7269\u9928\uff0c12\u67088-10\u65e5\u3002<\/li>
    • \u85cd\u90c5\u582f\u3001\u694a\u51f1\u7433(2016)\u3002\u63a2\u7d22\u5c0f\u5b78\u751f\u5c0d\u5217\u806f\u8868\u8cc7\u6599\u63a8\u8ad6\u5169\u8b8a\u6578\u95dc\u4fc2\u7684\u8868\u73fe\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e09\u5341\u4e8c\u5c46\u79d1\u5b78\u6559\u80b2\u570b\u969b\u7814\u8a0e\u6703\u8ad6\u6587\u767c\u8868\uff0c\u81fa\u4e2d\uff1a\u570b\u7acb\u81ea\u7136\u79d1\u5b78\u535a\u7269\u9928\uff0c12\u67088-10\u65e5\u3002<\/li>
    • Yang, K.-L., Krawitz, J., Schukajlow, S., & Chang, Y.-P. (2016). Taiwanese students\u2018 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.\u00a0<\/li>
    • Yang, K. L. (2016). Effects of text, reader and context factors on students\u2019 learning from reading complex texts in mathematics. The 40th PME Annual Conference, Szeged, 3-7 August, 2016.<\/li>
    • Chang, Y.-P., Lin, F.-L., Wu, C.-J., Cheng, Y.-H., Yang, K.-L., & Yang, C.-H. (2016). Does reading purpose of geometry texts influence 7th graders learning geometry by reading? The 40th PME Annual Conference, Szeged, 3-7 August, 2016.<\/li>
    • 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.Amit, M., & Yang, K. L. (2015). The argument in favour of ability groups. Panel Speech (Invitation). In Beswick, K., Muir, T., & Wells, J. (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 73-78). Hobart, Australia: PME.<\/li>
    • Amit, M., & Yang, K. L. (2015). The argument in favour of ability groups. Panel Speech (Invitation). In Beswick, K., Muir, T., & Wells, J. (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 73-78). Hobart, Australia: PME.<\/li>
    • Yang, K. L. (2015). Past and future research on mathematical reading related to proofs. Regular Lecture (Invitation). In C Vistro-Yu (Ed.) In pursuit of quality mathematics education for all: Proceeding of the 7th East Asia Regional Conference on Mathematics Education (EARCOME-7). Cebu City, 11-15 May. Quezon City, Philippine: Philippine Council of Mathematics Teacher Education.<\/li>
    • \u9673\u5efa\u4ea8\u3001\u694a\u51f1\u7433(2014)\u3002\u984c\u578b\u5c0d\u5b78\u751f\u89e3\u984c\u8868\u73fe\u7684\u5f71\u97ff\u2500\u4ee5\u76f8\u4f3c\u5f62\u5167\u5bb9\u70ba\u4f8b\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e09\u5341\u5c46\u79d1\u5b78\u6559\u80b2\u5e74\u6703\u8ad6\u6587\u767c\u8868\uff0c\u81fa\u5317\uff1a\u570b\u7acb\u81fa\u7063\u5e2b\u7bc4\u5927\u5b78\u79d1\u5b78\u6559\u80b2\u7814\u7a76\u6240\uff0c12\u67085-6\u65e5\u3002<\/li>
    • \u5ed6\u4fca\u7b4c\u3001\u694a\u51f1\u7433(2014)\u3002\u63a2\u8a0e\u4e5d\u5e74\u7d1a\u500b\u6848\u5b78\u751f\u5728\u89e3\u6578\u5b78\u554f\u984c\u6642\u53c3\u8003\u76f8\u95dc\u6587\u672c\u7684\u95b1\u8b80\u60c5\u5f62\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e09\u5341\u5c46\u79d1\u5b78\u6559\u80b2\u5e74\u6703\u8ad6\u6587\u767c\u8868\uff0c\u81fa\u5317\uff1a\u570b\u7acb\u81fa\u7063\u5e2b\u7bc4\u5927\u5b78\u79d1\u5b78\u6559\u80b2\u7814\u7a76\u6240\uff0c12\u67085-6\u65e5\u3002<\/li>
    • \u8a31\u501a\u7444\u3001\u694a\u51f1\u7433(2014)\u3002\u6578\u5b78\u95b1\u8b80\u7406\u89e3\u878d\u5165\u4e03\u5e74\u7d1a\u6578\u5b78\u8ab2\u7a0b\u6559\u5e2b\u6240\u9762\u81e8\u7684\u6311\u6230\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e09\u5341\u5c46\u79d1\u5b78\u6559\u80b2\u5e74\u6703\u8ad6\u6587\u767c\u8868\uff0c\u81fa\u5317\uff1a\u570b\u7acb\u81fa\u7063\u5e2b\u7bc4\u5927\u5b78\u79d1\u5b78\u6559\u80b2\u7814\u7a76\u6240\uff0c12\u67085-6\u65e5\u3002<\/li>
    • \u9673\u541b\u6bc5\u3001\u694a\u51f1\u7433(2014)\u3002\u521d\u63a2\u6578\u5b78\u95b1\u8b80\u878d\u5165\u9ad8\u4e2d\u8ab2\u7a0b\u7684\u6311\u6230\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e09\u5341\u5c46\u79d1\u5b78\u6559\u80b2\u5e74\u6703\u8ad6\u6587\u767c\u8868\uff0c\u81fa\u5317\uff1a\u570b\u7acb\u81fa\u7063\u5e2b\u7bc4\u5927\u5b78\u79d1\u5b78\u6559\u80b2\u7814\u7a76\u6240\uff0c12\u67085-6\u65e5\u3002<\/li>
    • Yang, K. L (2014, Jul). Mathematics teachers\u2019interpretations of teaching materials: Multiple sources of meaning. PME 38 and PME-NA 36. Vancouver, Canada, 15-20 July, 2014.<\/li>
    • Yang*, K. L. (2014). The influence of text features on understanding the geometry construction text. The 7th Cognitive Load Theory Conference. Taipei, Taiwan, 24-26 June, 2014.<\/li>
    • \uf9e1\u8000\u5802\u3001\u694a\u51f1\u7433*(2013)\u3002\u4ee5\uf969\u5b78\u7d20\u990a\u767c\u5c55\u5206\u6790\u6559\u79d1\u66f8\u67b6\u69cb\uff1a\u4ee5\u5e7e\u4f55\u5167\u5bb9\u70ba\uf9b5\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e8c\u5341\u4e5d\u5c46\u79d1\u5b78\u6559\u80b2\u5e74\u6703\u8ad6\u6587\u767c\u8868\uff0c\u5f70\u5316\uff1a\u570b\u7acb\u5f70\u5316\u5e2b\u7bc4\u5927\u5b78\uff0c12\u670812-14\u65e5\u3002<\/li>
    • \u5f35\u9806\uf97c\u3001\u694a\u51f1\u7433*(2013)\u3002\u8a55\uf97e\u95b1\uf95a\u5e7e\u4f55\u5c3a\u898f\u4f5c\u5716\u8207\uf96f\uf9e4\u6587\u672c\u7684\uf9e4\u89e3\u8868\u73fe\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e8c\u5341\u4e5d\u5c46\u79d1\u5b78\u6559\u80b2\u5e74\u6703\u8ad6\u6587\u767c\u8868\uff0c\u5f70\u5316\uff1a\u570b\u7acb\u5f70\u5316\u5e2b\u7bc4\u5927\u5b78\uff0c12\u670812-14\u65e5\u3002<\/li>
    • \uf9e1\u5efa\u9716\u3001\u694a\u51f1\u7433*(2013)\u3002\u5c3a\u898f\u4f5c\u5716\u7684\u4efb\u52d9\u5206\u6790\u8207\u95b1\uf95a\uf9e4\u89e3\u5c64\u6b21\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e8c\u5341\u4e5d\u5c46\u79d1\u5b78\u6559\u80b2\u5e74\u6703\u8ad6\u6587\u767c\u8868\uff0c\u5f70\u5316\uff1a\u570b\u7acb\u5f70\u5316\u5e2b\u7bc4\u5927\u5b78\uff0c12\u670812-14\u65e5\u3002<\/li>
    • \u8607\u6167\u73cd*\u3001\u694a\u51f1\u7433(2013)\u3002\u63a2\u8a0e\u95b1\uf95a\u7b56\uf976\u878d\u5165\u9ad8\u4e2d\uf969\u5b78\u8ab2\u672c\u6559\u5b78\u5c0d\u5b78\u751f\u5b78\u7fd2\u7684\u5f71\u97ff\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e8c\u5341\u4e5d\u5c46\u79d1\u5b78\u6559\u80b2\u5e74\u6703\u8ad6\u6587\u767c\u8868\uff0c\u5f70\u5316\uff1a\u570b\u7acb\u5f70\u5316\u5e2b\u7bc4\u5927\u5b78\uff0c12\u670812-14\u65e5\u3002<\/li>
    • \u694a\u5b50\u9315\u3001\uf9c7\u6b23\u6021\u3001\u5433\u4fca\u5fb7\u3001\u694a\u51f1\u7433*(2013)\u3002\u4ee5\uf969\u5b78\u5efa\u6a21\u6559\u5b78\u5e8f\uf99c\u8a2d\u8a08\u76f8\u4f3c\u5f62\u7684\u88dc\u6551\u6559\u5b78\u7814\u7a76\u3002\u4e2d\u83ef\u6c11\u570b\u7b2c\u4e8c\u5341\u4e5d\u5c46\u79d1\u5b78\u6559\u80b2\u5e74\u6703\u8ad6\u6587\u767c\u8868\uff0c\u5f70\u5316\uff1a\u570b\u7acb\u5f70\u5316\u5e2b\u7bc4\u5927\u5b78\uff0c12\u670812-14\u65e5\u3002<\/li>
    • Yang, K. L. (2013). A Comparative Look at England and Taiwan Textbooks Based on the Notion of Abstraction. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education(vol. 5, pp. 197). Kiel, Germany: PME.<\/li>
    • Lin, F. L., Chen, J. C., Hsu, H. Y., Yang, K. L., Wu, R. H. (2013). 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 (Vol. 3, pp. 265-272). Kiel, Germany: PME.<\/li>
    • Yang, K. L., Lin, F. L., Hsu, H. Y., Chen, J. C., Cheng, Y. H. (2013). 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, (Vol. 5, pp. 198). Kiel, Germany: PME.<\/li>
    • Chen, J. C., Lin, F. L., Hsu, H. Y., Liao, H. I., Yang, K. L. (2013). Teacher Growth Through Designing 0=1 Task. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 5, p. 40). Kiel, Germany: PME.<\/li>
    • Yang, K. L., Hsu, H. Y. & Chen, J. C. (2012). A Task for Understanding and Enhancing Prospective Mathematics Teachers\u2019 Knowledge of Student Cognition, round table at the Association of Teacher Educators\u2019 92nd Annual Meeting, San Antonio, USA, 11-15 February.<\/li>
    • Yang, K. L. (2012). Providing opportunities for students to create mathematics. Procedia \u2013 Social and Behavioral Sciences, 46, 3905-3909.<\/li>
    • http:\/\/dx.doi.org\/10.1016\/j.sbspro.2012.06.170<\/li>
    • Yang, K. L. (2011). Mathematics teachers make statistical inference based on sample distributions, oral presentation at Britich Society for Research into Learning Mathematics Day Conference, Oxford, England, 19 November, 2011.<\/li>
    • Yang, K. L. (2011). Exploring Taiwan Senior High School Teachers\u2019 Conceptions about Statistics Education, oral presentation at The Third Asian Conference on Education, Osaka, Japan, 27-30 October, 2011.<\/li>
    • Chen, J. C., Lin, F. L, Hsu, H. Y. & Yang, K. L. (2011). 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 (Vol. 1, pp. 277). Ankara, Turkey: PME.<\/li>
    • Lin, F. L., Yang, K. L., Chen, J. C. & Hsu, H. Y. (2011). 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 (Vol. 1, pp. 351). Ankara, Turkey: PME.<\/li>
    • Yang, K. L. & Chang, W. H. (2010). Strategies to make counter-examples in comparing two groups, paper presented at ICOTS 8. 11-16 July, 2010. Ljubljana, Slovenia.<\/li>
    • Yang, K. L. & Lin, F. L. (2009). Designing innovative worksheets for improving reading comprehension of geometry proof, Paper presented at PME 33, Thessaloniki, July 19-24.<\/li>
    • Yang, K. L., & Lin, F-L. (2009). Reading Perspective on Learning Mathematical Proofs. In, F-L. Lin, F-J. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proof and proving in mathematics: ICMI Study 19 Conference proceedings, (Taipei, Taiwan), 2, 274-279.<\/li>
    • Yang, K. L. (2009). Characteristics of mathematical teachers\u2019 interpretation of teaching materials. Paper presented at the 7th Annual Hawaii International Conference on Education. 4-7 Jan., 2009. Honolulu, Hawaii.<\/li>
    • Yang, K. L. & Wang, L. W. (2008). Propositions posed under a proof without its proposition. Paper presented at the 11th International Congress on Mathematical Education, Mexico.<\/li>
    • Yang, K. L., Lin, F. L. & Wu, J. D. (2008). Re-investigating Characteristics of Mathematical Conjecturing. PME 32, Morelia, Mexico, July 17-21.<\/li>
    • Yang, K. L., Lin, F. L. & Wang, Y. T. (2007). Reading strategies for comprehending geometry proof. Poster presented in PME 31, Korea, July 8-13.<\/li>
    • Yang, K. L. & Lin, F. L.(2007). Acoomodating teachers to different hypothetical learning sequences. Poster presented in AERA, Chicago, Illinois, April 09-13.<\/li>
    • Yang, K. L. & Lin, F. L.(2005). A Model of Reading Comprehension on Geometry Proof. Paper presented in EARLI, Nicosia,Cyprus, August 23-27.<\/li>
    • Yang, K. L. & Lin, F. L.(2005). Facets on reading comprehension of geometric proofs. Poster presented in AERA, Montreal, Canada, April 11-15.<\/li>
    • Tam, H. P. & Yang, K. L. (2005). On analyzing two-tiered items when the two tiers are loosely related to each other. Paper presented in AERA, Montreal, Canada, April 11-15.<\/li>
    • Lin, F. L. & Yang, K. L. (2004). Differentiation of students\u2019 reasoning on linear and quadratic number patterns, Paper presented in PME 28, Norway, July 14-19.<\/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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      \u5c08\u66f8\u6587\u7ae0 (Book Chapters)<\/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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      • \u90b1\u7f8e\u79c0\u3001\u694a\u51f1\u7433\u3001\u7fbd\u89d2\u4fca\u4e4b(2024)\u3002\u6578\u5b78\u6559\u5b78\u7684\u56db\u5b63\u67b6\u69cb\uff1a\u8a8d\u77e5\u3001\u60c5\u610f\u8207\u89ba\u52d5\u7684\u6574\u5408\u3002\u8f09\u65bc\u694a\u51f1\u7433\u3001\u5433\u662d\u5bb9\uff0c\u958b\u767c\u6578\u5b78\u8166\uff1a\u60c5\u6295\u610f\u5408\u7684\u6559\u8207\u5b78\uff08\u9801 107-126\uff09\u3002\u9ad8\u7b49\u6559\u80b2\u3002<\/li>
      • \u912d\u7ae0\u83ef\u3001\u694a\u51f1\u7433(2024)\u3002\u6578\u5b78\u5b78\u7fd2\u4e2d\u793e\u6703\u60c5\u7dd2\u89ba\u77e5\u8207\u6280\u80fd\u4e4b\u6559\u5b78\u3002\u8f09\u65bc\u694a\u51f1\u7433\u3001\u5433\u662d\u5bb9\uff0c\u958b\u767c\u6578\u5b78\u8166\uff1a\u60c5\u6295\u610f\u5408\u7684\u6559\u8207\u5b78\uff08\u9801 177-192\uff09\u3002\u9ad8\u7b49\u6559\u80b2\u3002<\/li>
      • \u5433\u5b97\u5112\u3001\u6797\u798f\u4f86\u3001\u694a\u51f1\u7433(2024)\u3002\u6578\u5b78\u5b78\u7fd2\u4e2d\u8a8d\u77e5\u8207\u60c5\u7dd2\u7684\u4e92\u52d5\uff1a\u4ee5\u9577\u65b9\u5f62\u6578\u70ba\u4f8b\u3002\u8f09\u65bc\u694a\u51f1\u7433\u3001\u5433\u662d\u5bb9\uff0c\u958b\u767c\u6578\u5b78\u8166\uff1a\u60c5\u6295\u610f\u5408\u7684\u6559\u8207\u5b78\uff08\u9801 193-214\uff09\u3002\u9ad8\u7b49\u6559\u80b2\u3002<\/li>
      • \u694a\u51f1\u7433\u3001\u66fe\u4fe1\u5586(2022\uff0c11\u670818\u65e5)\u3002\u81fa\u7063\u6578\u5b78\u95b1\u8b80\u7814\u7a76\u4e4b\u6587\u737b\u56de\u9867\u3002\u5728\u53f0\u7063\u95b1\u8b80\u6559\u80b2\u7684\u6c38\u7e8c\u85cd\u5716\uff1a\u524d\u77bb\u7684\u95b1\u8b80\u6559\u80b2\u3002\u65b0\u7af9\u5e02\u3002<\/li>
      • \u694a\u51f1\u7433(2020)\u3002\u95b1\u8b80\u6578\u5b78\u8b49\u660e\u3002\u5728\u95b1\u8b80\u6578\u5b78\uff1a\u6587\u672c\u3001\u7406\u89e3\u8207\u6559\u5b78\uff08\u9801 177-201\uff09\u3002\u53f0\u5317\uff1a\u5143\u7167\u3002<\/li>
      • \u694a\u51f1\u7433(2020)\u3002\u5c08\u5bb6\u8207\u751f\u624b\u5982\u4f55\u95b1\u8b80\u6578\u5b78\u8b49\u660e\u3002\u5728\u95b1\u8b80\u6578\u5b78\uff1a\u6587\u672c\u3001\u7406\u89e3\u8207\u6559\u5b78\uff08\u9801 205-220\uff09\u3002\u53f0\u5317\uff1a\u5143\u7167\u3002<\/li>
      • 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.<\/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.), In Educating Prospective Secondary Mathematics Teachers (pp. 189-203). Springer, Cham.<\/li>
      • 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 (pp. 261-273). Springer International Publishing.<\/li>
      • Lin, F. L., Yang, K. L., Lee, K. H., Tabach, M. & Stylianides G. (2012). Task Designing 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, Springer.<\/li>
      • Lin, F. L., Yang, K. L., Lo, J. J., Tsamir, P., Tirosh, D. & Stylianides G. (2012). Teachers\u2019 Professional Learning on Teaching Proof and Proving. In M. de Villiers & G. Hanna (eds). Proof and Proving in Mathematics Education, ICME Study 19, Springer.<\/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":"

        \u4e2d\u5fc3\u4e3b\u4efb \u694a\u51f1\u7433 \u4fe1\u7bb1\uff1akailin@ntnu.edu.tw\u5de5\u4f5c\u8077\u638c\uff1a\u7ba1\u7406\u4e2d\u5fc3\u5404\u9805\u8a08\u756b\u76f8\u95dc\u696d\u52d9 \u500b\u4eba\u7db2\u9801 \u5b78\u6b77 […]<\/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-6279","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/wp-json\/wp\/v2\/pages\/6279","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=6279"}],"version-history":[{"count":27,"href":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/wp-json\/wp\/v2\/pages\/6279\/revisions"}],"predecessor-version":[{"id":34639,"href":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/wp-json\/wp\/v2\/pages\/6279\/revisions\/34639"}],"wp:attachment":[{"href":"https:\/\/www.ime.ntnu.edu.tw\/index.php\/wp-json\/wp\/v2\/media?parent=6279"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}