CV

張育萍

國立臺北教育大學教育學系 助理教授

歷年授課科目:

國民小學數學教材教法 (2022 FS/2022 SS/2021 FS/2021 SS/2020 FS/2020 SS/2019 FS)、

普通數學 (2022 FS/2021 FS/2021 SS/2020 FS/2020 SS/2019 FS)、

數學學習與評量 (2022 FS)、

教育概論 (2022 FS)、

教學實習 (2021 FS/2020 FS/2019 FS)、

數學教育導論 (2021 SS)、

當代小學數學基礎理論 (2018 SS)、

概率與統計 (2018 SS)、

初等數論 (2017 FS)

Education 學歷

PhD, TUM School of Education, Technical University of Munich (Technische Universität München), Germany

MA, Graduate Institute of Mathematics Education, National Chiayi University, Taiwan

BA, Dept. of Mathematics Education, National Chiayi University, Taiwan

Experience 經歷

Assistant Professor (Aug. 2022 to present), Department of Education, National Taipei University of Education

Assistant Professor (Aug. 2019-Jul. 2022), Center for Teacher Education, National Pingtung University

PostDoc (Jul. 2018-Jul. 2019), Shi-Da Institute for Mathematics Education, National Taiwan Normal University

Lecture (Sep. 2017-Jun.2018), College of Teacher Education, Wenzhou University, China

PostDoc (Sep. 2013-Aug. 2017), Shi-Da Institute for Mathematics Education & Dept. of Mathematics, National Taiwan Normal University

Publications 出版

專書論文

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)

Chang, Y.-P. (2013). Opportunities to learn mathematical proofs in geometry: Comparative analyses of textbooks from Germany and Taiwan. Dissertation. Technische Universität München.

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。

專書章節

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 (pp. 151–168). Springer.

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.), Educating prospective secondary mathematics teachers: Knowledge, identity, and pedagogical practices (pp. 189–203). 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)

期刊論文

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 model and interest in Germany and Taiwan. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10058-9 (SSCI)

Chang, Y.-P., Lin, F.-L., & Yang, K.-L. (2021). The development of a one-day workshop for cultivating facilitators of mathematics-grounding activities in class. Educational Designer, 4(14). https://www.educationaldesigner.org/ed/volume4/issue14/article56/

Chang, Y.-P., Krawitz, J., Scukajlow, 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 (SSCI)

Strohmaier, A. R., Schiepe-Tiska, A., Chang, Y.-P., Müller, F., Lin, F.-L., & Reiss, K. (2020). Comparing eye movements during mathematical word problems solving in Chinese and German. ZDM—Mathematics Education, 52(1), 45–58. https://doi.org/10.1007/s11858-019-01080-6 (SSCI)

Huang, R., Zhang, Q., Chang, Y.-P., & Kimmins, D. (2019). Developing students‘ ability to solve word problems through learning trajectory-based and variation task-informed instruction. ZDM—Mathematics Education, 51(1), 169–181. (SSCI)

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—Mathematics Education, 50(4), 587–600. (SSCI)

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。

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。

研討會論文

Lee, Y.-S., Liao, C.-Y., & Chang, Y.-P. (2021). Performance of 4th grade students on mathematics sense learning strategies. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol.1, p. 215, Khon Kaen, Thailand: PME.

Lee, Y.-S., Tang, Y.-L., & Chang, Y.-P. (2021). How an elementary school teacher applies mathematics in dealing with financial issues: The example of mortgage loan. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol.1, p. 216, Khon Kaen, Thailand: PME.

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. ICMI Study 25: Teachers of Mathematics Working and Learning in Collaborative Groups. Lisbon, Portugal (Feb 3–7, 2020).

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. (2017). Reading comprehension, enjoyment, and performance in solving modelling problems: How important is deeper situation model? PME 41, Singapore.

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

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.

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.

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.

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.

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.

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

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., 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., 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., & Ufer, S. (2011). A design of exploring mathematical proof in secondary school geometry: A perspective on German and Taiwanese textbooks. In 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung der DGfE, Klagenfurt, Austria.

Chen, C.-Y., Lin, B., Lin, F.-L., & Chang, Y.-P. (2007). Mathematical classification learning activities for shapes recognition – Triangles as an example. In Woo, J. H., Lew, H. C., Park, K. S., & Seo, D. Y. (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, vol. 1, p. 204. Seoul: 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)。

update 2022/09/07

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