• 沒有找到結果。

[Lin,Y.-T.(2004). Elementary school teachers' understanding ofupper graders 'performance

on}去'actionconcepts. Taipei,Taiwan: National Taipei University ofEducation.]

邱皓政 (2002 )。量化研究與統計分析一-SPSS中文視窗版資料分析範例解析。臺北 市:五南。

[Chou, H.-Z. (2002). Quantitative research and statistics analysis-SPSS Chinese windows data analysis examples.Taip剖,Taiwan: Wu-Nan.]

教育部 (2003 )。九年一貫課程數學領域綱要。臺北市:作者。

[Ministry ofEducation (2003). Grade 1-9 curriculum guidelines.Tai悶,Taiwan: Author.]

黃幸美 (2000 )。教師的數學教學知識與其對兒章數學知識認知之探討。教育與,[;-理 研究季刊, 23 (1 ) ,73-98 。

[Huang,H.-M. (2000). Teachers' mathematical knowledge for teachign and its influence on children's cognition of mathematics knowledge. Education &Psyhcology Research,

23(1),73-98.]

黃明瑩 (2000 )。探討幾何問題中的情境及相關鹽因對解題影響之研究 O 臺北市:國 立臺灣師範大學。

個U組g,M.-I.(2000). Investigating the i~月uenceofproblem contexts andrelated}的orson students' problem solving p。而rmance. Taip剖, Taiwan: National Taiwan Normal University. ]

128 <當代教育研究〉季刊第三十卷第二期 何用T;T:l"l':TlT1:r:m:r;,Ir:l'iTo'1 l 汀,μ:m

it·

t!TttltDf鵬總結 v

黃淑華 (2002 )。高中生複數學習歷程中之數學思維研究。臺北市:國立臺灣師範大 學。

[Huang, S.-H. (2002). High school students' mathematical thinking in learning complex numbers.Tai悶,Taiwan: National Taiwan Nonnal University.]

謝佳叡 (2001 )。國中生配方法學習歷程中之數學思維研究。臺北市:國立臺灣師範 大學。

[Hsieh,c.-1. (2001). Middle school students' mathematical thinking in learning completing square methods.Tai悶,Taiwan: National Taiwan Nonnal University.]

Ball,D.(1988). Unlearning to teach mathematics.For the learning ofA也thematics, 8,40-48.

Booth,L.R.(1984).Algebra: Children

s

strategies and errors. Windsor,UK: NFER-Nelson.

Borko,H.,Eise叫la此, M.,Brown, C. A., Underhill, R. G., Jones,D.,

&

Agard,P. C.(1992).

Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily?Journalfor Research in Mathematics Education,23,194-222.

Clark, C. M.,& Peterson,P.L. (1986). Teachers' thought processes. In M. C.Wittrock (Ed.), Handbook ofresearch on teaching (pp. 255-296). New York: Macmillan.

Kieran,C. (1989). The early learning algebra: A structural perspective. In S. Wagner& C.

Kieran (Eds.), Research issues in the learning and teaching of algebra (pp. 刃-56).

Reston,VA: NCTM.

Kieran, C. (1992). The learning and teaching of school algebra. In D. A. Grouws (Ed.), Handbook ofresearch on mathematics teaching and learning(pp. 390-419). New York:

Macmillan.

Kier妞,C.(2007). Learning and teaching algebra at the middle school through college levels:

Building meaning for symbols and their manipulation. In F. K. Lester (Ed扎 Second

handbook of research on mathematics teaching and learning (Vol. 2, pp. 707-762).

Charlottee,NC:Infonnation Age.

Koedinger, K. R., & Nathan,M.1. (2004). The real story behind story problems: Effects of representations on quantitative reasoning. The Journal ofThe Learning Science,13(2), 129-164.

Lesh, R.,Post, T.,& Behr,M.(1987). Representationsand 甘anslationsamong representations in mathematics learnign and problem solving. In C. Lanvier (Ed.), Problems of presentation in the teaching and learning of mathematics(pp. 33-40). Hillsdale, NJ:

劉家棒、楊凱琳、詩蠶玉

129

沒掃編緝個輛輛個醉

Lawrence Erlbaum

Lin, F. L.,& Tsao, L. C. (1999). Exam math re-examined. In C. Hoyles, C. Morgan & G.

Woodhouse(Eds扎 Rethinkingmathematics curriculum(pp. 228-239). London: Falmer Press.

Lin, F. L.,& Yang,K. L.(2005). Distinctive characteristics of mathematical thinking in non-modelling friendly environment. Teaching Mathematics and的 Application, 24(2-3), 97-106.

Mayer, R. E. (1992). Thinking,problem solving, cognition. New York: W. H. Freeman and Company.

Mull時, I. V.鼠, Martin,M. 0., & Foy, P. (2008). TIMSS 2007 international mathematics report. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

Nathan,M. J.,& Koedinger, K.R. (2000a). An investigation of teachers' beliefs of students' algebra development.Cognition and Instruction,18(2),209-237.

Nathan, M. 1., & Koedinger, K. R. (2000b). Teacher's and researcher's beliefs about the development of algebraic reasoning.Journalfor Research in Mathematics Education, 31(2),168-190.

Nathan, M. J., & Pe甘osino, A. (2003). Expert blind spot among preservice teachers.

American Educational Research Journal,40(4),905-933.

National Council of Teachers of Mathematics [NCTM] (1989). Curriculum and evaluation standardsfor school mathematics. Reston,VA: Author.

NCTM (2000).Prine伊lesand standardsfor school mathematics. Reston,VA: Author.

Organisation for Economic Co-operation and Development [OECD] (2004). Learning for tomorrow

s

world-First results/rom PISA 2003. Paris: Author.

Piaget,J., & I址lelder司B. (1967). The childs conception of space. New York: The Norton Library

Raymo叫, M. A. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching. Journal for Research in A勿thematics Education,

28(5),577-601.

Resnick, L. B., Nesh缸, P., Leonard, F., Magone, M., Omanson, S., & Peled, I. (1989).

Conceptual bases of arithmetic errors: The case of decimal fractions. Journal 戶r

130

{當代教育研究〉季刊第二十卷第二期 何叮叮吭,叫:叭叭叭的哥叫瓜爛雲緝私i

Research in Mathematics Education,20(1),8-27.

Richardson,V.(1996). The role of attitudes and beliefs in learning to teach. InJ.Sikula (Ed.), Handbook of research on teacher education (pp. 102-119). New York: Simon &

Schuster.

Sfard,A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides ofthe same coin.Educational Studies in Mathematics,22, 1-36.

Sfi訂d, A.,

&

Linchevski, L. (1994). The gains and the pitfalls of reification-The case of algebra.Educational Studies in Mathematics,26,191-228.

Shroyer,J.(1978,March). Critical moments in the teaching ofmathematics. Paper presented at the The annual meeting of the American Educational Research Association,Toronto, Canada.

Shulman,L. S.(1986). Those who understand:Knowledge growth inteachi月﹒ Educational

Researcher,15(2),4-14.

Simon,M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective.

Journal戶rResearch in Mathematics Education,26(2),114-145.

Sternberg,R. J.(1994). Thinking and problem solving. New York: Academic Press.

Sternberg,R. J.(2003).Cognitive psychology. Belmont,CA: Wadsworth/Thomson Learning.

Strauss, A., & Corbin,J. (1998).Basics of qualitative research: Techniques and procedures for developing groundedtheor,可﹒ThousandOaks,CA: Sage.

Swafford,J. 0.,Jones,G.A., & Thornton,C. A. (1997). Increased knowledge in geometry and instructional practice. Journal戶r Research 的 MathematicsEducation,28(4), 467-483.

Thompson, A. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice.Educational Studies in Mathematics,15, 105-127.

Thompson,A. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D.

Grouws (Ed.),Handbook ofresearch on mathematics teaching and learning(pp. 127-146). New York: Macmillan.

Thompson, A., & Thompson, P. W. (1996). Talking about rates conceptually, part II:

Mathematical knoweldge for teaching.Journal戶rR臼earchinA勿thematics Education,

發 劉家褲、街凱琳、許蠶玉

碎?

131

躍華楓掃視段歷孟晶阻隔棚 rzDJrdt!ll• • • • • • •

27(1),2-24.

Thompson, P. W. (1993). Quantitative reasoning, complexity, and additive structures.

Educational Studies in Mathematics,25,165-208.

van Amerom,B.A. (2003). Focusing on informal strategies when linking arithmetic to early algebra. Educational Studies inA勿thematics , 54,63-75.

vanDoor凹,w.,Verschaffel, L.,& Onghe間,P. (2002). Impact ofpreservice teachers' content knowledge on their evaluation of students' strategies for solving arithmetic and algebra word problems.Journal戶rResearch inA勿thematicsEducation. 33(5),319-351.

132 (當代教育研究〉季刊第二十卷第二期

133

嗯:;1府認師個窩棚儡 劉家棒、楊凱琳、誨,慧玉

相關文件