姓 名 /職 稱 :
張育萍 助理教授
研 究 室 :
民生校區五育樓1125室
最 高 學 歷 : 慕尼黑工業大學數學教育博士
授 課 科 目 :
普通數學、數學科教材教法、教學實習
e-mail:
ypchang@mail.nptu.edu.tw
論著目錄
學術研討論文
Chang, Y.-P., Ufer, S., Reiss, K. & Lin, F.-L. (2011). An overview on German and Taiwanese textbooks building mathematical proof in secondary school: A geometry content analysis. In National Academy for Educational Research (Ed.), Proceedings of International Conference on Textbook Development, pp. 161–181, Taipei, Taiwan
Chang, Y.-P., Ufer, S., Reiss, K. & Lin, F.-L. (2011). An overview on German and Taiwanese textbooks building mathematical proof in secondary school: A geometry content analysis. In National Academy for Educational Research (Ed.), Proceedings of International Conference on Textbook Development, pp. 161–181, Taipei, Taiwan

Chang, Y.-P., Reiss, K., & Lin, F.-L. (2012). Mathematical proof in German and Taiwanese textbooks: A perspective on Geometry at the lower secondary school. In Tagung des Arbeitskreises Psychologie und Mathematikdidaktik der GDM, Vol. 1, pp. 181–184, Weingarten, Germany. ISBN 978-3-942197-18-2

Chang, Y.-P., Lin, F.-L., & Reiss, K. (2012). Learning opportunities for mathematical proof: The presentation of geometry problems in German and Taiwanese textbooks. In T.-Y. Tso (Ed), Proceedings of the International Group for the Psychology of Mathematics Education, Vol.1, p.224, Taipei, Taiwan: PME

Chang, Y.-P., Lin, F.-L., & Reiss, K. (2013). How do students learn mathematical proof? A comparison of geometry designs in German and Taiwanese textbooks. In C. Margolinas et al. (Eds.), ICMI Study 22: Task Design in Mathematics Education, pp. 305–314, Oxford, UK: ICMI.

Chang, Y.-P., Lin, F.-L., & Reiss, K. (2013). Opportunities to learn geometry proofs: A comparison on German and Taiwanese mathematics textbooks. English Oral Presentation in the 29th ASET Annual International Conference (12–14 December, Changhua).

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? In C Csíkos, A. Rausch, & J. Szitányi (Eds), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Vol.1, p.130, Szeged, Hungary: PME.

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. PME 41, Singapore.

Chang, Y.-P., Lee, Y.-S., & Lin, F.-L. (2017). The investigation of mathematics teachers perspectives on learning tasks and activities for grounding students’ mathematical concepts. PME 41, Singapore.

Krawitz, J., Schukajlow, S., Chang, Y.-P., & Yang, K.-L. (2016). Leseverständnisfragen und ihre Auswirkungen auf Freude and Leistungen beim mathematiscen Modellieren: Was nutzt ein tieferes Situationsverständnis? GDM 2017.

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? PME 41, Singapore.

Lin, F.-L., Yang, K.-L., Chang, Y.-P., & Hsu, H.-Y. (2014). The perceived efficacy of the course for advancing prospective teachers’ understanding of students’ mathematics understanding. In S. Oesterle, C. Nicol, P. Liljedahl, & D. Allan (Eds.), Proc. of the Joint Meeting of PME 38 and PME-NA 36, Vol. 6, p. 154. Vancouver, Canada: PME

Lin, F.-L., Chang, Y.-P., & Yang, K.-L. (2016). APOS theory applied to identify key challenges for improving prospective mathematics teachers’ teaching. The 13th International Congress on Mathematics Education, Hamburg, 24-31 July, 2016.

Lin, F.-L., Yang, K.-L., & Chang, Y.-P. (2016). Designing a competence-based entry course for prospective secondary mathematics teachers. The 13th International Congress on Mathematics Education, Hamburg, 24–31 July, 2016.

Schiepe-Tiska, A., Müller, F., Strohmaier, A., Chang, Y.-P., Lin, F.-L., & Reiss, K. (2017). Eyequest-crosscultural comparison of eye movements and self-reports. The 1st RC33 Regional Conference on Social Science Methodology: Asia. September, 11–14, 2017, Taipei.

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

Yang, K.-L., Lin, F.-L., Wu, C.-J., Cheng, Y.-H., Su, Y.-W., & Chang, Y.-P. (2016). A framework for investigating principles of designing geometric texts. In C Csíkos, A. Rausch, & J. Szitányi (Eds), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Vol.1, p.270, Szeged, Hungary: PME.

林佳汝、李源順、張育萍 (2017)。國中數學教師實踐數學活動個案研究。2017年第九屆科技與數學教育國際學術研討會暨數學教學工作坊。台中教育大學 (2017.05.20-21)。
林佳汝、李源順、張育萍 (2018)。國中數學教師融入奠基活動於教學之個案研究。2018年第十屆科技與數學教育國際學術研討會暨數學教學工作坊。台中教育大學 (2018.05.12)。

期刊

劉燕芬、張育萍 (2005)。善用電算器!數學不再只是公式!屏東教大科學教育,22,35-45。
張育萍、劉祥通 (2005)。一位國小五年級學生對比值問題的解題表現。科學教育研究與發展季刊, 39,39–59。
Huang, R., Zhang, Q., Chang, Y.-P., & Kimmins, D. (2018, online first). Developing students‘ ability to solve word problems through learning trajectory-based and variation task-informed instruction. ZDM—The International Journal on Mathematics Education. https://doi.org/10.1007/s11858-018-0983-8
Lin, F.-L., Wang, T.-Y., & Chang, Y.-P. (2018). Effects of large-scale studies on mathematics education policy in Taiwan through the lens of societal and cultural characteristics. ZDM—The International Journal on Mathematics Education, 50(4), 587–600.

專書及專書論文

張育萍 (2006)。兒童分數比值概念的解題活動類型。未出版之碩士論文。嘉義:國立嘉義大學數學教育研究所。
Chang, Y.-P. (2013). Opportunities to learn mathematical proofs in geometry: Comparative analyses of textbooks from Germany and Taiwan. Dissertation. Technische Universität München. http://d-nb.info/1037820746/34
Chang, Y.-P. (2014). Opportunities to learn mathematical proofs in geometry: Comparative analyses of textbooks from Germany and Taiwan. LAP Lampert Academic Publishing. (ISBN: 978-3-659-48801-6)
Lin, F.-L. & Chang, Y.-P. (2019). Research and development of Mathematics-Grounding Activity modules as resources driving curriculum Reform in Taiwan. In C. P. Vistro-Yu & T. L. Toh (Eds.), School mathematics curricula – An Asian perspective. Springer.
Lin, F.-L., & Chang, Y.-P. (2017). Mathematics teachers professional development in Taiwan. In B. Kaur, O. N. Kwon, & Y. H. Leong (Eds.), Professional development of mathematics teachers – An Asian Perspective (pp. 109–117). Springer. (ISBN: 978-981-10-2596-9)
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.), Pre-service mathematics education of secondary teachers (pp. 189–203). Springer.
Watson, A., & Thompson, D. R., with Barabash, M., Barzel, B., Chang, Y.-P., Dindyal, J., et al. (2015). Design issues related to text-based tasks. In A. Watson & M. Ohtani (Eds.), Task design in mathematics education: An ICMI Study 22 (pp. 143–190). Cham, Switzerland: Springer International Publishing. (ISBN: 978-3-319-09628-5)