楊凱琳 (Kai-Lin Yang)

Dept. of Mathematics, NTNU

論文發表 (Paper)

期刊論文 (Journal Publications)

  • 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)
  • 陳建豪、楊凱琳*(2015)。應用廣義估計方程式於教育研究。臺東大學教育學報,第26卷第1期,41-66頁。(TSSCI, NSC 101-2511-S-003 -010 -MY3)
  • Ekawati*, R., Lin, F. L., & Yang, K. L. (2015). Primary Teachers’ knowledge for teaching ratio and proportion in Mathematics: The case of Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, 11(3), 513-533. (SSCI)
  • Ekawati*, R., Lin, F. L., & Yang, K. L. (2015). Developing an instrument for measuring teachers’ mathematics content knowledge on ratio and proportion: A case of Indonesian primary teachers. International Journal of Science and Mathematics Education, 13(1), 1-24. (DOI) 10.1007/s10763-014-9532-2 (SSCI)
  • Yang, K. L. (2014). An exploratory study of Taiwanese mathematics teachers’ 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)
  • 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 - 2511 - S - 003 - 010 - MY3)

  • 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.TSSCI, NSC 95-2521-S-018-003-MY3)

  • Yang*, K. L. & Lin, F. L. (2012). Effects of reading-oriented tasks on students’ reading comprehension of geometry proof. Mathematics Education Research Journal, 24(2), 215-238. DOI: 10.1007/s13394-012-0039-2. (NSC 96-2521-S-018-004-MY3)

  • 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)

  • Liu, C. C., Yang, K. L., Hsu, H. Y. (2012). The Study of Six Graders' Problem-Solving Performance, Teachers' Problem Posing and Teaching Beliefs in Different Algebra. Contemporary Educational Research Quarterly, 20(2), 93-133. (TSSCI)

  • 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)

  • Yang, K. L. (2010). Construction and Study of a Questionnaire for Measuring Attitudes towards Learning Probability. Psychological Testing, 57(4), 485-514. (In Chinese)
  • Chen, Y. H. & Yang, K. L. (2010). The Effects of Self-Reading and Text Layouts on Seventh Graders’ Mathematical Performance about “Pythagorean Theorem”. Journal of Research in Education Science, 55(1), 1-25. (In Chinese)

  • Yang, K. L. (2010). The Potential of Statement-Posing Tasks. For the learning of mathematics, 30(2), 22-23.

  • Yang, K. L. & Lin, F. L. (2009). The Association between students’ 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)

  • 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)

  • 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.

  • Yang, K. L. and Lin, F. L. (2008). A model of reading comprehension of geometry proof. Educational Studies in Mathematics, 67(1), 59-76.

  • 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.

  • 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’ reflection. Chinese Journal of Science Education, 14(5), 517-543.(In Chinese)

  • 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.

  • 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.

  • Heinze, A., Cheng, Y. H. & Yang, K. L. (2004). Students’ performance in reasoning and proof in Taiwan and Germany: Results, paradoxes and open questions. Zentalbatt fur Didaktik der Mathematik, v36(5), 162-171.

  • 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.

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專書文章 (Book Chapters)

  • 楊凱琳(2020)。 閱讀數學證明。在 閱讀數學:文本、理解與教學 (頁 177-201)。台北:元照。

  • 楊凱琳(2020)。 專家與生手如何閱讀數學證明。在 閱讀數學:文本、理解與教學 (頁 205-220)。台北:元照。

  • 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.

  • 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.

  • 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.

  • 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.

  • Lin, F. L., Yang, K. L., Lo, J. J., Tsamir, P., Tirosh, D. & Stylianides G. (2012). Teachers’ Professional Learning on Teaching Proof and Proving. In M. de Villiers & G. Hanna (eds). Proof and Proving in Mathematics Education, ICME Study 19, Springer.

 

研討會論文 (International Conference)

  • Kai-Lin Yang, Xiao-Bin He, Wan-Rou Wu & Chai-Ching Yang (2022). Different academic background teachers’ conceptions of the roles of mathematics in TAIWAN STEM education. 7th STEM in Education Conference, The University of Sydney. 23-26 Nov.

  • Chen Y., & Yang K. (2022) Challenges of Lesson Plan on Data and Chance with an Intervention of Video Analysis: Preservice Secondary Mathematics Teachers The Asian Conference on Education 2021: Official Conference Proceedings. 31 Oct - 2 Nov.

  • Xiao-Bin He & Kai-Lin Yang (2021).Views of Teachers From Different Academic Backgrounds on the Integration of Mathematics Into High School STEM Education. 14th Asian Conference on Education (ACE2022). 10-13 Feb.

  • 何曉彬、楊凱琳(2021). 科技背景高中教師對STEM教育之看法——以機器人競賽為例, 第37屆科學教育國際研討會 ,國立彰化師範大學。

  • Yang, K. L., & Wu, W. R. (2021). The tasks requiring computational thinking in mathematics education research: critical. PME44, Virtual conference. 19- 22, July.

  • Yang, K. L., & Tambunan, S. N. B. (2021) The tools related to mathematics teachers’ pedagogical reasoning: critical review. 7th International Conference on Higher Education Advances (HEAd’21), Virtual conference, 22-23, June.

  • 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/

  • 楊凱琳(2021)。學科特性所衍生的閱讀教學(數學科)。柯華葳教授紀念研討會,國立清華大學竹師教育學院。

  • Chang, Y.-P., Lin, F.-L., Yang, K.-L. (2020). A mathematics teacher‘s 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– 604). Lisbon, Portugal: University of Lisbon.

  • Yang, K. L. (2019). A conceptual framework for designing pedagogical problems to investigate mathematics teachers’ pedagogical reasoning. MERGA, Perth, Australia. 30 June – 4 July.

  • Yang, K. L. (2019). Intermediate frameworks and design tools emerging from iterative process of designing data modelling activities. MERGA, Perth, Australia. 30 June – 4 July.

  • Wang, T. Y., Yang, K. L., Wu, L. T., & Lin, F. L. (2018). Design and evaluation of a workshop to develop teachers’ competence in designing mathematical grounding activities. PME42, Umea, Sweden. 3- 8, July.

  • 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.

  • 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.

  • Lo, Y. W., & Yang, K. L. (2018). Exploring a mathematics teacher’s 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.

  • Yang, K. -L., & Hsu, H. -U. (2018). Designing and evaluating Math-Grounding activity to develop students’ reasoning competence: The JUST-DO-MATH project. EARCOME 8, Taipei, Taiwan. 7-11 May.

  • Chen, C.-Y., & Yang, K.-L. (2017). Design and evaluation of a board game for developing students’ spatial ability. International Conference on Education, Psychology, and Learning, Sapporo, Japan. 23-25 Aug.

  • Chen, Y.-Z., Chang, Y.-C., & Yang, K.-L. (2017). Assessing Young Children’s Performance On The 2D-3D Mental Manipulation Tasks. International Conference on Education, Psychology, and Learning, Sapporo, Japan. 23-25 Aug.

  • 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.

  • Chang, Y.-P., Wang, T.-Y., Yang, K.-L., Hsu, H.-Y., & Lin, F.-L. (2017) The development of tasks and rubrics for evaluating prospective secondary mathematics teachers’ pedagogical reasoning. The 41st PME Annual Conference, Singapore.

  • 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.

  • 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.

  • 洪介興、楊凱琳(2016)。初探不同表徵與否定類型對演繹推理表現之影響。中華民國第三十二屆科學教育國際研討會論文發表,臺中:國立自然科學博物館,128-10日。

  • 陳韻如、張逸超、楊凱琳(2016)。初探高中生心智操作單方塊的3D視圖之思考策略。中華民國第三十二屆科學教育國際研討會論文發表,臺中:國立自然科學博物館,128-10日。

  • 藍郅堯、楊凱琳(2016)。探索小學生對列聯表資料推論兩變數關係的表現。中華民國第三十二屆科學教育國際研討會論文發表,臺中:國立自然科學博物館,128-10日。

  • Yang, K.-L., Krawitz, J., Schukajlow, S., & Chang, Y.-P. (2016). Taiwanese students‘ cognitive and affective responses in reading and solving modelling tasks. The Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016 (APERA-TERA2016), Kaohsiung, 10-12 November, 2016. 

  • Yang, K. L. (2016). Effects of text, reader and context factors on students’ learning from reading complex texts in mathematics. The 40th PME Annual Conference, Szeged, 3-7 August, 2016.

  • 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.

  • 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.

  • 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.

  • 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.
  • 陳建亨、楊凱琳(2014)。題型對學生解題表現的影響─以相似形內容為例。中華民國第三十屆科學教育年會論文發表,臺北:國立臺灣師範大學科學教育研究所,125-6日。
  • 廖俊筌、楊凱琳(2014)。探討九年級個案學生在解數學問題時參考相關文本的閱讀情形。中華民國第三十屆科學教育年會論文發表,臺北:國立臺灣師範大學科學教育研究所,125-6日。
  • 許倚瑄、楊凱琳(2014)。數學閱讀理解融入七年級數學課程教師所面臨的挑戰。中華民國第三十屆科學教育年會論文發表,臺北:國立臺灣師範大學科學教育研究所,125-6日。
  • 陳君毅、楊凱琳(2014)。初探數學閱讀融入高中課程的挑戰。中華民國第三十屆科學教育年會論文發表,臺北:國立臺灣師範大學科學教育研究所,125-6日。
  • Yang, K. L (2014, Jul). Mathematics teachersinterpretations of teaching materials: Multiple sources of meaning. PME 38 and PME-NA 36. Vancouver, Canada, 15-20 July, 2014.
  • 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.
  • 李耀堂、楊凱琳*(2013)。以數學素養發展分析教科書架構:以幾何內容為例。中華民國第二十九屆科學教育年會論文發表,彰化:國立彰化師範大學,1212-14日。
  • 張順良、楊凱琳*(2013)。評量閱讀幾何尺規作圖與說理文本的理解表現。中華民國第二十九屆科學教育年會論文發表,彰化:國立彰化師範大學,1212-14日。
  • 李建霖、楊凱琳*(2013)。尺規作圖的任務分析與閱讀理解層次。中華民國第二十九屆科學教育年會論文發表,彰化:國立彰化師範大學,1212-14日。
  • 蘇慧珍*、楊凱琳(2013)。探討閱讀策略融入高中數學課本教學對學生學習的影響。中華民國第二十九屆科學教育年會論文發表,彰化:國立彰化師範大學,1212-14日。
  • 楊子錕、劉欣怡、吳俊德、楊凱琳*(2013)。以數學建模教學序列設計相似形的補救教學研究。中華民國第二十九屆科學教育年會論文發表,彰化:國立彰化師範大學,1212-14日。
  • 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.

  • 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.

  • 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.

  • 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.

  • Yang, K. L., Hsu, H. Y. & Chen, J. C. (2012). A Task for Understanding and Enhancing Prospective Mathematics Teachers’ Knowledge of Student Cognition, round table at the Association of Teacher Educators' 92nd Annual Meeting, San Antonio, USA, 11-15 February.

  • Yang, K. L. (2012). Providing opportunities for students to create mathematics. Procedia - Social and Behavioral Sciences, 46, 3905-3909.
    http://dx.doi.org/10.1016/j.sbspro.2012.06.170

  • 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.

  • Yang, K. L. (2011). Exploring Taiwan Senior High School Teachers' Conceptions about Statistics Education, oral presentation at The Third Asian Conference on Education, Osaka, Japan, 27-30 October, 2011.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • Yang, K. L. (2009). Characteristics of mathematical teachers’ interpretation of teaching materials. Paper presented at the 7th Annual Hawaii International Conference on Education. 4-7 Jan., 2009. Honolulu, Hawaii.

  • 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.

  • Yang, K. L., Lin, F. L. & Wu, J. D. (2008). Re-investigating Characteristics of Mathematical Conjecturing. PME 32, Morelia, Mexico, July 17-21.

  • 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.

  • Yang, K. L. & Lin, F. L.(2007). Acoomodating teachers to different hypothetical learning sequences. Poster presented in AERA, Chicago, Illinois, April 09-13.

  • Yang, K. L. & Lin, F. L.(2005). A Model of Reading Comprehension on Geometry Proof. Paper presented in EARLI, Nicosia,Cyprus, August 23-27.

  • Yang, K. L. & Lin, F. L.(2005). Facets on reading comprehension of geometric proofs. Poster presented in AERA, Montreal, Canada, April 11-15.

  • 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.

  • Lin, F. L. & Yang, K. L. (2004). Differentiation of students’ reasoning on linear and quadratic number patterns, Paper presented in PME 28, Norway, July 14-19.

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