• Curriculum Vitae

    現職 [Current Position]

    國立臺灣師範大學 數學系 教授
    Professor, Department of Mathematics

    National Taiwan Normal University
     

    學歷 [Academic Background]

    國立臺灣師範大學 數學系 博士 (Ph.D.) 2000.9-2004.6
    Ph.D. in Mathematics Education (National Taiwan Normal University)
    Dissertation: Model of Reading Comprehension of Geometry Proof,
    Advisor: Professor Fou-Lai Lin

    國立交通大學 統計學研究所 碩士 (M.A.) 1998.9-2000.6
    M.A. in Statistics (National Chiao Tung University)

    國立臺灣師範大學 數學系 學士 (B.A.) 1993.9-1997.6
    B.A. in Mathematics (National Taiwan Normal University)

    經歷 [Work Experience]

    2016.9 ~ 至今 教授 (Professor)
    Department of Mathematics, National Taiwan Normal University

    2013.2 ~ 2016.8 副教授 (Associate Professor)
    Department of Mathematics, National Taiwan Normal University

    2008.8 ~ 2013.1 助理教授 (Assistant Professor)
    Department of Mathematics, National Taiwan Normal University

    2005.8 ~ 2008.7 助理教授 (Assistant Professor)
    Department of Mathematics, National Changhua University of Education

    2004.8 ~ 2005.7 助理教授 (Assistant Professor)
    Graduate of Education and Center for Teacher Education, Chung Yuan Christian University

    1997.8 ~ 1998.7 數學教師 (Mathematics Teacher)
    Hsiu Shui Junior High School, Changhua County

    國際合作 [International Colleboration]

    I had participated a collaborative research project which was led by Kristina Reiss in Germany and Fou-Lai Lin in Taiwan from August 2002 to July 2006. This collaborative research project was established to investigate the learning and teaching of geometry proof.
     

    During collaboration, A. Heinze, Y. H. Cheng, and I drafted a paper entitled “Students’ performance in reasoning and proof in Taiwan and Germany: Results, paradoxes and open questions” which was published in the journal, Zentralblatt für Didaktik der Mathematik (ZDM).

    學會會員 [Membership of Professional Bodies/Associations]

    1. International Group for the Psychology of Mathematics Education (PME)
    2. 臺灣數學教育學會
    (Taiwan Association for Mathematics Education)
    3. 臺灣學生學習成就評量資料庫
    (Taiwan Assessment of Student Achievement (Consultantships 2009~))
     

    期刊審查 [Referee of submitted paper in journals]

    1. International Journal of Science and Mathematics Education
    (Editorial Boards 2010~)
    2. Educational Research Review
    3. 科學教育學刊
    Chinese Journal of Science Education (In Chinese)
    4. 教育科學研究期刊
    Journal of Research in Education Science (In Chinese)
    5. 臺灣數學教育期刊
    Taiwan Journal of Mathematics Education (In Chinese)

     

  • 論文發表 (Paper)

     

    研討會論文

    • 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? Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 97-104. Singapore: 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. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 175. Singapore: PME.
    • 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.
    • 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. 1, pp. 197. 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. (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, paper presented at PME 35, Ankara, Turkey,10-15 July, 2011.
    • Yang, K. L. & Chang, W. H. (2010). Strategies to make counter-examples while comparing two groups, paper presented at ICOTS 8. 11-16 July, 2010. Ljubljana, Slovenia.
    • 林嘉信、楊凱琳(2010)。在不同探究過程的情境中初探敘述與逆敘述推理層次之個案研究。中華民國第二十六屆科學教育年會論文發表,花蓮:國立東華大學,12月10-12日。
    • 王筱惠、楊凱琳(2010)。啟蒙例教學對學生排列組合學習之影響。中華民國第二十六屆科學教育年會論文發表,花蓮:國立東華大學,12月10-12日。
    • 郭耕汎、楊凱琳(2010)。國文高成就個案學生在閱讀數學文本的表現與特徵。中華民國第二十六屆科學教育年會論文發表,花蓮:國立東華大學,12月10-12日。
    • 葉裕益、楊凱琳(2010)。高三學生在信賴區間的概念表現和另有想法。中華民國第二十六屆科學教育年會論文發表,花蓮:國立東華大學,12月10-12日。
    • Yang, K. L. & Lin, F. L. (2009). Designing innovative worksheets for improving reading comprehension of geometry proof, Paper presented at PME 33, Thessaloniki, Greece, 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

      表C302 共 3 頁 第 3 頁

      Conjecturing. PME 32, Morelia, Mexico, July 17-21.
    • 楊凱琳、楊子錕(2008)。在數學建模問題脈絡下探討個案學生的思維特徵。中華民國第二十四屆科學教育年會論文發表,彰化:國立彰化師範大學,12月18-20日。
    • 楊凱琳、林福來、蕭志如(2008)。概念化數學建模表現的評量規準。中華民國第二十四屆科學教育年會論文發表,彰化:國立彰化師範大學,12月18-20日。

    專書論文

     

    • 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 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., Yang, K., Lee, K., Tabach, M., & Stylianides, G. (2012). Principles of task design for conjecturing and proving. In G. Hanna, & M. de Villiers (Eds.), Proof and proving in mathematics education (pp. 305-325). Dordrecht: 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 G. Hanna, & M. de Villiers (Eds.), Proof and proving in mathematics education (pp. 327-346). Dordrecht: Springer.

    還沒有發佈過任何博客文章。
  • 研究(Research)

    個人近五年專注於探究數學論證學習與教學、數學建模教學與評量、以及數學教師的統計知識與信念等三大主軸的研究。

    在數學論證學習方面,形成幾何證明閱讀理解的內涵,以及理論化幾何證明理解的發展模式;並有國外學者來函表明作為tutorial system理論參考。接著,延伸探討幾何證明閱讀策略對其閱讀理解的影響之結構模式,研究發現後設認知閱讀策略經由認知閱讀策略對幾何證明的閱讀理解產生影響,幾何證明閱讀理解表現佳的學生比差的學生自覺採用較多的規劃和監控的後設認知閱讀策略與理解深入意義的認知閱讀策略,研究成果已被接受發表予Educational Studies in Mathematics,此期刊為屬於SSCI的三本數學教育期刊之一。就論證教學的部分,也以類比策略設計臆測活動,探討個案學生形成與檢驗猜想的認知行為與主動性之間的關係,並奠定此策略作為數學臆測教學設計的實徵基礎。進一步地,提出擬證明題的任務作為促進學生理解證明的策略,並論述此策略潛在的功能。

     

    在數學建模教學方面,除了編製機率學習態度問卷外,也基於對數學建模的研究經驗,擔任建國高中向國科會科教處提出的高瞻計畫:「以建模與認知師徒制開發新興科技融入高中課程之研究」之諮詢者;受邀擔任宜蘭縣97學年度上學期數學領域精進教師課堂教學能力計畫-教學疑難工作坊研習的講師,推廣數學建模的教學設計;並至不同的高中講述關於數學建模的意義、評量方式與教學活動類型。

     

    在數學教師統計知識與信念方面,部分研究成果有:
    (1)分析數學教師在比較兩資料分配情境中,造反例的策略主要為簡化類別、固定頻率、調整類別,數學造反例不同之處在於未有明顯的命題;
    (2) 擬定信賴區間的子概念測驗目標:「辨識信賴區間圖形表徵內的轉換」、「知道抽樣誤差較小不表示比較可信」、「能辨識樣本數與抽樣誤差、信賴區間、樣本比率、信心水準、標準差之間的關聯性」、「計算95%信心水準之信賴區間、樣本數、樣本比率或抽樣誤差」、「推論樣本比例」、「推論母體比例」、「以抽樣誤差計算信賴區間長度」、「解讀95%信心水準」和「誤以樣本分配推論信賴區間」;
    (3) 焦點團體的數學老師認為統計教學時所遇到的困難或困境有:知識與經驗不足、對輔助工具的使用不熟悉或不易取得輔助教具、不易協調理論與經驗的觀點、考試不用計算機的限制、統計公式的定義不一致。
    上述結果,有利於用來設計發展中學數學教師統計教學知能的專業成長活動。

     

    科技部專題計畫

    21世紀技能的評量與調查研究:以數量相關素養為內容-批判與反思思考技能的評量與調查研究:以數量相關素養為內容
    (2021/08~2024/07)
    計畫主持人:楊凱琳教授

     

    臺灣與印尼理工科教師對數學在理工科整合與教學中的概觀與價值觀
    (2021/08~2022/07)
    計畫主持人:楊凱琳教授

     

    探討中小學數學教師對科技融入數學建模的教學推理之發展層次與培育模式-科技融入函數建模活動脈絡下中學數學教師教學推理能力的發展層次與培育模式之探究​

    (2018/08~2021/07)

    計畫主持人:楊凱琳教授

     

    科技融入統計建模活動脈絡下探討中學數學教師的教學推理能力

    (2018/08/01~2021/07/31)

    計畫主持人:楊凱琳教授

     

    總計畫:設計為本的就是要學好數學之研究暨子計畫一:創新的課前奠基與課中建築活動模組之發展性研究
    (2016/07~2018/06)
    計畫主持人:楊凱琳教授

     

    整合閱讀與建模的高中學生統計素養培育活動探討

    (提升臺灣K-12學生數學素養之研究-子計畫六,2015/08~2018/07)
    計畫主持人:楊凱琳教授

     

    中學生閱讀幾何圖文的學習研究-閱讀理解與策略使用

    (建構利於中學生閱讀理解與策略使用的幾何圖文之設計原則與評鑑指標-子計畫二,2013/08~2016/07)
    計畫主持人:楊凱琳副教授

     

    基於抽象化分析教科書並探討數學教師對教科書的觀點與評析:以幾何為內容
    (2012/08~2015/07)
    計畫主持人:楊凱琳副教授

     

    基於抽象化概念發展分析數學教材的架構
    (2011/08~2012/07)
    計畫主持人:楊凱琳副教授

     

    探討中學數學教師的統計教學知能
    (統計教育研究:人才培育與資訊整合-子計畫五,2009/08~2012/07)
    計畫主持人:楊凱琳副教授

     

    發展數學臆測活動的支撐策略與學習評量
    (數學臆測活動的設計、教學與評量-子計畫六,2007/08~2010/07)
    計畫主持人:楊凱琳副教授

     

    數學建模的評量與教學之研究
    (2006/08~2009/07)
    計畫主持人:楊凱琳副教授

     

    Research

     

    Kai-Lin Yang is the Professor in the Department of Mathematics, National Taiwan Normal University. She has served as a Mathematics Teacher Educator for 9 years. Her research interests include reading comprehension of geometry proof and reading strategies for comprehending geometry proof, the assessments of statistical concepts and mathematical modeling, teachers’ conceptions of the differences between statistics and mathematics, as well as mathematics textbook analysis based on abstraction.

    She has published numerous papers in internationally prestigious journals, such as Educational Studies in Mathematics, For the Learning of Mathematics, International Journal of Science and Mathematics education, Mathematical Education Research Journal, and ZDM.

     

    Dr. Yang’s current research deals with students’ reading comprehension of geometric construction, the interaction between reading comprehension and problem solving, and teachers’ professional development through the integration of reading comprehension and mathematics learning. She also devotes herself to planning and implementing teacher education courses for pre-service mathematics teachers and professional programs for in-service mathematics teachers.

     

     

  • Contact

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    台北市文山區汀州路四段88號
    國立臺灣師範大學
    數學系 M304室
    M304, Dept. of Mathematics, National Taiwan Normal University,
    No.88 Sec 4, Ting-Cho
    星期一~星期五
    (Mon)~(Fri)
    (電話) 02-77496634 (傳真) 02-29332342
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