Paper

論文發表 (Paper)

期刊論文 (Journal Publications)

Yang, K. L., Fang*, S. C., & Fan*, S. C. (2025). Development and validation of an instrument for assessing secondary students’ transdisciplinary STEM practices. International Journal of STEM Education, 12(1), 1-16. https://doi.org/10.1186/s40594-025-00529-3
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’ self-efficacy and commitment in integrated STEM teaching activities. Eurasia Journal of Mathematics, Science and Technology Education, 21(4), em2609. https://doi.org/10.29333/ejmste/16082
Yang, K. L., Krawitz, J., Schukajlow, S., Yang, C. C., & Chang*, Y. P. (2024).German and Taiwanese secondary students’ mathematical modelling task value profiles and their relation to mathematical knowledge and modelling performance. European Journal of Psychology of Education, 39(3), 2969-2989. https://doi.org/10.1007/s10212-024-00866-x
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), 1-19. https://files.eric.ed.gov/fulltext/EJ1415728.pdf
Yang*, K. L., Chen, C. Y. (2024). Effects of non-digital games integrated with digital games for advancing fifth graders’ spatial reasoning abilities. Education and Information Technologies, 29, 6341-6356. https://doi.org/10.1007/s10639-023-12096-7
Yang*, KL., Ball, L. (2024). STEM teacher education programs for preservice and in-service secondary mathematics teachers: a review study. Journal of Mathematics Teacher Education, 27, 185-207. https://doi.org/10.1007/s10857-022-09557-0
Ekawati, R., Kohar*, A. W., Siswono, T. Y. E., Lukito, A., Yang, K. L., & Nisa, K. (2023). Mathematics teacher educators’ noticing of pedagogical content knowledge on hierarchical classification of quadrilateral. Infinity Journal, 12(2), 261-274. https://doi.org/10.22460/infinity.v12i2.p261-274
林坤誼、謝雨蓁、許瑛玿、陳柏熹、吳心楷、楊凱琳 (2023)。高中生情境式 STEM 跨領域問題解決能力評量工具之發展－以南方澳跨港大橋情境為例。教科書研究，16(3)，1-33。 https://doi.org/10.6481/JTR.202312_16(3).01
Wu, J. Y., Hsu, Y. S., Wu, H. K., Yang, K. L., Lin, K. Y., & Yeh, Y. F. (2023). Perceptions of STEM education of teachers from Taiwan: Identifying factors influencing commitment to STEM teaching. In Cross-disciplinary STEM Learning for Asian Primary Students (pp. 224-240). Routledge.
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, 43(1), 328-346. https://doi.org/10.1080/02635143.2023.2275131
Fang, S. C., Yang, K. L., Fan*, S. C. (2023). A conceptual framework for assessing transdisciplinary STEM practices. Research in Science & Technological Education, 43(1), 272-293. https://doi.org/10.1080/02635143.2023.2264781
Yang, K. L., Cheng, Y. H., Wang, T. Y., & Chen*, J. C. (2023). Preservice mathematics teachers’ reasoning about their instructional design for using technology to teach mathematics. Asia-Pacific Journal of Teacher Education, 51(3), 248–265. https://doi.org/10.1080/1359866X.2023.2198116
Chen, Y. Z., & Yang*, K. L. (2023) Variables for designing cube folding tasks influencing sixth‐graders' performance. Applied Cognitive Psychology, 37(1), 137-146. https://doi.org/10.1002/acp.4032
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’ perceptions and experiences. International Journal of Technology and Design Education, 33, 479-496. https://doi.org/10.1007/s10798-022-09737-2
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. https://doi.org/10.29333/ejmste/12579
楊凱琳(2022)。淺談批判思考技能。央團數學月刊，31，4-10。
Tambunan, S. N. B., & Yang*, K. L. (2022). Indonesian mathematics teachers’ conceptions on values of the relationship between mathematics and STEM education. Cogent Education, 9(1), 1-19. https://doi.org/10.1080/2331186X.2022.2107303
Wu, W. R., & Yang*, K. L. (2022). The relationships between computational and mathematical thinking: A review study on tasks. Cogent Education, 9(1), 1-19. https://doi.org/10.1080/2331186X.2022.2098929
Yang, K. L., Hsu*, H. Y., & Cheng, Y. H. (2022). Opportunities and challenges of mathematics learning in Taiwan: a critical review. ZDM–Mathematics Education, 54,569-580. https://doi.org/10.1007/s11858-021-01326-2
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. https://doi.org/10.1007/s40299-021-00616-3
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, 109(2), 337-359. https://doi.org/10.1007/s10649-021-10058-9
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, 41(4), 1433-1451. https://doi.org/10.1080/02635143.2021.2008343
Chen, C. H., & Yang*, K. L. (2021). Effects of Item Type on Student Mathematics Performance: Similar Figures as an Example. Journal of Research in Education Sciences, 66(3), 247-277. https://doi.org/10.6209/JORIES.202109_66(3).0008
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. https://doi.org/10.52041/serj.v20i1.102
Wang, T. Y., Lin*, F. L., & Yang, K. L. (2021). Success factors for a national problem-driven program aimed at enhancing affective performance in mathematics learning. ZDM–Mathematics Education, 53, 1121-1136. https://doi.org/10.1007/s11858-021-01285-8
Chang, Y. P., Lin, F. L., Yang*, K. L. (2021). The Development of a Workshop for Cultivating Leaders of Mathematics-Grounding Activities in Class. Educational Designer, 4(14), 1-20. http://www.educationaldesigner.org/ed/volume4/issue14/article56/
Chang, Y. P., Krawitz, J., Schukajlow, S., & Yang*, K. L. (2020). Comparing German and Taiwanese secondary school students’ knowledge in solving mathematical modelling tasks requiring their assumptions. ZDM–Mathematics Education, 52(1), 59-72. https://doi.org/10.1007/s11858-019-01090-4
Yang, K. L., Tso, T. Y., Chen, C. S., Lin, Y. H., Liu, S. T., Lin, S. W., & Lei*, K. H. (2019). Towards a conceptual framework for understanding and developing mathematical competence: A multi-dual perspective. Innovations in Education and Teaching International, 58(1), 72-83. https://doi.org/10.1080/14703297.2019.1687317
Yang*, K. L., & Liu, X. Y. (2018). Exploratory Study on Taiwanese Secondary Teachers’ Critiques of Mathematics Textbooks. EURASIA Journal of Mathematics, Science and Technology Education, 15(1), em1655. https://doi.org/10.29333/ejmste/99515
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. https://doi.org/10.1016/j.stueduc.2018.03.001
Lin, F. L., Yang, K. L., Hsu*, H. Y., & Chen, J. C. (2018). Mathematics teacher educator-researchers’ perspectives on the use of theory in facilitating teacher growth. Educational Studies in Mathematics, 98(2), 197-214. https://doi.org/10.1007/s10649-018-9804-9
Chen, J. C., Lin*, F. L., & Yang, K. L. (2018) A novice mathematics teacher educator–researcher’s evolution of tools designed for in-service mathematics teachers’ professional development.Journal of Mathematics Teacher Education, 21,(5), 517-539. https://doi.org/10.1007/s10857-017-9396-9
Yang, K. L., & Li, J. L. (2018). A Framework for Assessing Reading Comprehension of Geometric Construction Texts.International Journal of Science and Mathematics Education, 1-16. https://doi.org/10.1007/s10763-016-9770-6
Idris, K., & Yang*, K. L. (2017). Development and Validation of an Instrument to Measure Indonesian Pre-service Teachers’ Conceptions of Statistics. The Asia-Pacific Education Researcher, 26(5), 281-290. https://doi.org/10.1007/s40299-017-0348-z
蘇慧珍、楊凱琳*、陳佳陽(2017)。閱讀策略教學對高二學生數學學習表現的影響。教育科學研究期刊，62(1)，33-58頁。 https://doi.org/10.6209/JORIES.2017.62(1).02
Yang, K. L. (2016). Analyzing mathematics textbooks through a constructive-empirical perspective on abstraction: The case of Pythagoras’ theorem. Eurasia Journal of Mathematics, Science & Technology Education, 12(4), 913-930. https://doi.org/10.12973/eurasia.2016.1237a
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. https://doi.org/10.1007/s10649-014-9589-4
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，26(1)，41-66頁。
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.
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. https://doi.org/10.1007/s10763-014-9532-2
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.

專書文章 (Book Chapters)

邱美秀、楊凱琳、羽角俊之(2024)。數學教學的四季架構：認知、情意與覺動的整合。載於楊凱琳、吳昭容，開發數學腦：情投意合的教與學（頁 107-126）。高等教育。
鄭章華、楊凱琳(2024)。數學學習中社會情緒覺知與技能之教學。載於楊凱琳、吳昭容，開發數學腦：情投意合的教與學（頁 177-192）。高等教育。
吳宗儒、林福來、楊凱琳(2024)。數學學習中認知與情緒的互動：以長方形數為例。載於楊凱琳、吳昭容，開發數學腦：情投意合的教與學（頁 193-214）。高等教育。
楊凱琳、曾信喆(2022，11月18日)。臺灣數學閱讀研究之文獻回顧。台灣閱讀教育的永續藍圖：前瞻的閱讀教育。新竹市。
楊凱琳(2020)。閱讀數學證明。載於楊凱琳、左台益，閱讀數學：文本、理解與教學（頁 177-201）。元照。
楊凱琳(2020)。專家與生手如何閱讀數學證明。載於楊凱琳、左台益，閱讀數學：文本、理解與教學（頁 205-220）。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)

Dai*, Y. H. & Yang, K. L. (2024, July 17-21). An Empirical Evaluation Of Using Instructional Videos In Differentiated Instruction For Eighth Graders’ Learning Of Mathematical Problem Solving [Research Report]. 47th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME47), Aotearoa, New Zealand.
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.
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.
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.
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.
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.
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.
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.
Yang, K. L., He*, X.-B., Wu, W. R. & Yang, C.-C. (2022, November23-26). Different academic background teachers’ conceptions of the roles of mathematics in TAIWAN STEM education. [Virtual presentation]. 7th STEM in Education Conference, Sydney, Australia.
Yang, K. L., He, X.-B., Wu, W. R. & Yang, C.-C. (2022, November 28- December 2). Taiwanese Secondary Mathematics Teachers' Values of the Relationship Between Mathematics and STEM Education [Virtual presentation]. The 14th Asian Conference on Education (ACE 2022), Tokyo, Japan.
Tambunan, S. N. B., & Yang, K. L. (2022, July 18-23). Approaches to STEM Task Design: A Review Study [Virtual presentation]. 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45), Alicante, Spain.
Chen*, Y. Zu, & Yang, K. L. (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 (pp. 651-654).
He, X.-B. & Yang, K. L. (2021, November 25-28). Views of Teachers From Different Academic Backgrounds on the Integration of Mathematics Into High School STEM Education [Virtual presentation]. 13th Asian Conference on Education (ACE2021), Tokyo, Japan.
何曉彬、楊凱琳 (2021年12月9-11日)。 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，彰化市，台灣。
Yang, K. L., & Wu, W. R. (2021, July 19-22). The tasks requiring computational thinking in mathematics education research: critical review [Virtual presentation]. Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (PME 44), Khon Kaen, Thailand.
Yang, K. L., & Tambunan, S. N. B. (2021, June 22-23). The tools related to mathematics teachers’ pedagogical reasoning: critical review [Virtual presentation]. 7th International Conference on Higher Education Advances (HEAd’21), Valencia, Spain.
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年3月26日)。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，新竹市，台灣。
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，12月8-10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，12月8-10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，12月8-10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，12月5-6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，12月5-6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，12月5-6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，12月5-6日。

Yang, K. L (2014, Jul). Mathematics teachers’interpretations 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，12月12-14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，12月12-14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，12月12-14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，12月12-14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，12月12-14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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楊凱琳 (Kai-Lin Yang)

Dept. of Mathematics, NTNU

論文發表 (Paper)

期刊論文 (Journal Publications)

專書文章 (Book Chapters)

研討會論文 (International Conference)