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中心簡介

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中心教授 / 計畫諮詢顧問

 林福來名譽教授



About Professor Fou-Lai Lin


Affiliation

Research Chair Professor, Department of Mathematics,
National Taiwan Normal University, Taiwan
國立臺灣師範大學數學系 研究講座

E-mail Address
linfl [at] math.ntnu.edu.tw

Office Address
Room M202, No.88, Section 4, Ting-chou Road,
Wenshan District, Taipei 11677, Taiwan
11677台北市文山區汀州路四段88號師大數學館M202室

Telephone #
+886-(0)2-29307151

Fax #
+886-(0)2-29332342
 

Research Interests

Mathematics Education
數學教育

Degrees

1965-1969
BS in mathematics, National Taiwan Normal University, Taiwan
國立臺灣師範大學數學學士

1972-1974
MS in mathematics, Fordham University, USA
(美國)復旦大學數學碩士

1974-1976
PhD in mathematics, Fordham University, USA
(美國)復旦大學數學博士

1980-1981
MPhil in mathematics education, University of Cambridge, UK
(英國)劍橋大學數學教育碩士

Work Experiences

1982-currently
Professor, Department of Mathematics, National Taiwan Normal University (NTNU), Taiwan
國立臺灣師範大學數學系 教授

1993-1996
Editor-in-Chief, Chinese Journal of Science Education
科學教育學刊 總編輯

1994-1998
Managing Director, Yuan T. Lee Foundation Science Education for All, Taiwan
遠哲科學教育基金會 常務董事

1998-2001
Chairperson, Department of Mathematics, National Taiwan Normal University, Taiwan
國立臺灣師範大學數學系 系主任

2002-2006
Director, Department of Science Education, National Science Council, Taiwan
行政院國家科學委員會科學教育發展處 處長

2002-2012
Editor-in-Chief, International Journal of Science and Math Education (IJSME)
國際科學與數學教育期刊 總編輯

2007-2010
President, International Group for the Psychology of Mathematics Education (PME)
國際數學教育心理學學會 會長

Honor and Awards

1987, 1989, 1991, 1993
Distinguished Research Award, National Science Council, Taiwan
行政院國家科學委員會 傑出研究獎

2011
Lifetime Achievement Award, National Association for Science Education, Taiwan
中華民國科學教育學會 終身成就獎

Directed Projects of National Science Council, Taiwan

2006-2007 (NSC 95-2521-S-003-001)
青少年數學論證「學習與教學」理論之研究:總計畫

2006-2007 (NSC 95-2521-S-003-002)
青少年數學論證「學習與教學」理論之研究:子計畫四-解讀數學論證活動的認知與教學之探究

2007-2010 (NSC 96-2521-S-003-001-MY3)
數學臆測活動的設計、教學與評量:總計畫

2009-2012 (NSC 98-2511-S-003-004-M)
統計教育研究:人才培育與資訊整合-總計畫

2010-2012 (NSC 99-2742-S-003-001-MY3)
「科學與數學教育研究」國際期刊規劃案

2011-2014 (NSC 100-2511-S-003-036-MY3)
數學教師與其師培者的專業發展:統整理論建構與實務應用-總計畫

2011-2014 (NSC 100-2511-S-003-037-MY3)
數學教師與其師培者的專業發展:統整理論建構與實務應用-子計畫七:中學在職教師設計「融入臆測的診斷式概念學習活動序列」之教學力成長模式

 




Professor Fou-Lai Lin's Journal Papers

Journal Papers in English

Lin, F.-L. (1979). Conformal symmetric embeddings of compact Riemann Surfaces. Tamkang Journal of Mathematics. 10(1), 97-103.

Lin, F.-L. (1979). Embeddable dihedral groups of Riemann Surfaces. Chinese Journal of Mathematics. 7(2), 133-152.

Lin, F.-L. (1980). Note on embeddable dihedral groups of automorphisms of Riemann Surfaces. Journal of National Taiwan Normal University25http://www.ord.ntnu.edu.tw/ntnuj/j25/j25-13.pdf

Lin, F.-L. (1980). On cyclic automorphism groups of Riemann Surfaces and theta functions. Chinese Journal of Mathematics. 8(1), 93-104.

Lin, F.-L. (1983). Textbooks as the source of learning mathematics. Journal of National Taiwan Normal University, 28, 553-582. http://140.122.100.145/ntnuj/j28/j28-18.pdf

Lin, F.-L. (1988). Societal differences and their influences on children's mathematics understanding. Educational Studies in Mathematics, 19, 471-497.

Lin, F.-L. (1991). Understanding in multiple ratio and non-linear ratio. Proceeding of the National Science Council, Part D, 1(2), 14-30.

Lin, F.-L. (1991). Characteristics of adders in proportional reasoning. Proceedings of the National Science Council, Part D, 1(1), 1-13.

Lin, F.-L., & Tsao, L.-C. (1999). EXAM MATH re-examined, in C. Hoyles, C. Morgan, & G. Woodhouse (Eds.), Rethinking Mathematics Curriculum (Chap.18, pp. 228-239). The Falmer Press.

Lin, F.-L., Yang, K.-L., & Chen, C.-Y. (2004). The features and relationships of reasoning, proving and understanding proof in number patterns. International Journal of Science and Mathematics Education, 2(2), 227-256.

Stavy, R., Babai, R., Tsamir, P., Tirosh, D., Lin, F.-L., & McRobbie, C. (2006). Are intuitive rules universal? International Journal of Science and Mathematics Education, 4(3), 417-436.

Lin, F.-L. (2007). Promoting a bilateral collaboration program in science education: issues and actions. Journal of Science Education in Japan, 31(1), 12-21.

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. (2008). A model of reading comprehension of geometry proof. Educational Studies in Mathematics, 67(1), 59-76.

Heinze, A., Cheng, Y.-H., Ufer, S., Lin, F.-L., & Reiss, K. (2008). Strategies to foster students’ competencies in constructing multi-steps geometric proofs: teaching experiments in Taiwan and Germany. ZDM Mathematics Education, 40, 443-453.

Gal, H., Lin, F.-L., & Yang, J.-M. (2009). Listen to the silence: the left-behind phenomenon as seen through classroom videos and teachers’ reflections. International Journal of Science and Mathematics Education, 7(2), 405-429.

Lin, C.-J., Hung, P.-H., Lin, S.-W., Lin, B.-H., & Lin, F.-L. (2009). The power of learning goal orientation in predicting student mathematics achievement. International Journal of Science and Mathematics Education, 7(3), 551-573.

Lim, L.L., Tso, T.-Y., & Lin, F.-L. (2009). Assessing science students’ attitudes to mathematics: a case study on a modeling project with mathematical software. International Journal of Mathematical Education in Science and Technology, 40(4), 441-453.

Yang, K.-L., & Lin, F.-L. (2012 in press). Effects of reading-oriented tasks on students’ reading comprehension of geometry proof. Mathematics Education Research Journal.

Journal Papers in Traditional Chinese

林福來(1987):<數學教育的問題與研究>。《科學教育月刊》,第18卷第7期,頁494-496。

林福來(1987):<數學教育研究的趨勢>。《科學發展》,第15卷第10期,頁1354-1363。

林福來、黃敏晃、呂玉琴(1992):<師院新生的初等數學能力>。《國教學報》, 第4期,頁1-21。

林福來、黃敏晃(1993):<分數啟蒙課程的分析、批判與辯證>。《科學教育學刊》,第1卷第1期,頁1-27。

林福來、黃敏晃、呂玉琴(1996):<分數啟蒙的學習與教學之發展性研究>。《科學教育學刊》,第4卷第2期,頁161-196。

林福來、鄭英豪(1997):<反證法論證原理的探究性教學>。《科學教育學刊》,第5卷第4期,頁557-591。

陳英娥、林福來(1998):<數學臆測的思維模式>。《科學教育學刊》,第6卷第2期,頁191-218。

金鈐、林福來(1998):<準數學教師學習教學之前的教學觀念及其緣起>。《科學教育學刊》第6卷第3期,頁219-254。

李源順、林福來(1999):<校內數學教師專業發展的互動模式>。《師大學報:科學教育類》第43卷第2期,頁1-23。

金鈐、林福來(2001):<數學教師教學價值的釐清及其與教室教學之間的關係>。《科學教育學刊》。第11卷1期,頁114-125。

李源順、林福來(2000):<數學教師的專業成長:教學多元化>。師大學報,科學教育類,45(1),頁1-25。

李源順、林福來(2003):<實習教師的學習:動機、身份與反思互動下的成長>。《科學教育學刊》11卷1期,頁1-25。

陳英娥、林福來(2004):<行動研究促進初任數學教師的教學成長>。《科學教育學刊》,第12卷第1期,頁83-105。

楊凱琳、林福來(2006):<探討高中數學教學融入建模活動的支撐策略及促進教師反思的潛在機制>。《科學教育學刊》,第14卷第5期,頁517-543。

楊凱琳、林福來、王繹婷(2008):<幾何證明的文本特徵與提問類型對學生閱讀理解表現的影響>。《當代教育研究》第16卷第2期,頁77-100。

黃志賢、林福來(2008):<利用活動理論分析台灣泰雅族國中生的數學學習並設計教學活動>。《科學教育學刊》,第16卷第2期,頁147-169。

李源順、林福來、呂玉琴、陳美芳(2008):<小學教師數學教學發展標準之探究:學者的觀點>。《科學教育學刊》,第16卷第6期,頁627-650。

李源順、林福來、藍珍梅、王品心、鄭雙慧、洪思雅(2010):<國小四年級數學教學錄影研究>。《科學教育學刊》,第18卷第1期,頁63-84。

 





Professor Fou-Lai Lin's Conference Papers

Conference Papers in English

Lin, F.-L. (1983). The secondary school mathematics curriculum projects in Taiwan - analysis and criticism. Proceeding of the 1st Asian-Pacific Conference on Science Education, 349-353.

Lin, F.-L. (1987). Describing level of understanding: ratio. Proceeding of the 11th International Group for the Psychology of Mathematics Education: Vol.3,416-422, Montreal, Canada.

Lin, F.-L. (1987). Mathematical understanding. Paper presented at the Sino-America Conference in Mathematics Education. Kaohsiung, Taiwan.

Lin, F.-L. (1988). Beyond ratio formula. Proceeding of the 12th International Conference for the Psychology of Mathematics Education: Vol.1, 320-325, Budapest, Hungary.

Lin, F.-L. (1988). Should a mathematician be re-educated in order to become a mathematics educator? Proceeding of the 6th International Congress on Mathematics Education: Teacher Education, Budapest, Hungary.

Lin, F.-L. (1989). Strategies used by adders in proportional reasoning. Proceeding of the 13th International Conference for the Psychology of Mathematics Education: Vol.2, 234-241, Paris, France.

Lin, F.-L. (1990). On children's mathematics informal method. Proceedings of the 14th International Conference for the Psychology of Mathematics Education: Vol.3, 43-50, Mexico.

Leu, Y.-C., Lin, F.-L., & Huang, M.-H. (1991). The origin of the concept of one-half. Paper presented in the regional ICME, Beijing, China.

Lin, F.-L. (1992). Learning from the working group "ratio and proportion" of PME. Paper presented at the 7th International Congress on Mathematical Education, Quebec, Canada.

Lin, F.-L., Streefland, L., & Hunting, R. (1992). Report of the PME working group on ratio and proportion. Paper presented at the 7th International Congress on Mathematical Education, Quebec, Canada.

Lin, F.-L., Huang, M.-F., & Chu, T.-C. (1992). The influence of examinations in shaping student's images of mathematics. Paper presented at the 7th International Congress on Mathematical Education, Quebec, Canada.

Cooney T., Dionne J.J., Bazzini L., Goffree F., Lin, F.-L., & Oldham, E. (1992). WG21: The public image of mathematics and mathematicians. Proceedings of the 7th International Congress on Mathematical Education, Quebec, Canada.

Lin, F.-L. (1995). Language, thinking & logical reasoning. Paper presented at ICMI Regional Collaboration Conference, Monash University, Australia.

Lin, F.-L., & Chin, C. (1998). Study on values in mathematics education in Taiwan. Paper presented at PME 22, Stellenbosch, South Africa, 12-17 July.

Lin, F.-L., & Chen, M.-F. (1999). Professional development of mathematics teachers: a construct of developmental path and mechanism. Paper presented at International Conference on Mathematics Teacher Education, Taipei, Taiwan, 10-14 May.

Lin, F.-L., & Wu, C.-J. (1999). From dynamic interview to reflective constructing. Paper presented at International Conference on Mathematics Teacher Education, Taipei, Taiwan, 10-14 May.

Chin, C., & Lin, F.-L. (1999). One mathematics teacher’s pedagogical values: intended, implemented, and self-phased. Paper presented at International Conference on Mathematics Teacher Education, Taipei, Taiwan, 10-14 May.

Chin, C., & Lin, F.-L. (1999). Characterising a value-oriented mathematics teaching. Paper presented at International Conference on Mathematics Teacher Education, Taipei, Taiwan, 10-14 May.

Lin, F.-L. (2006). Policies and strategies for quality teacher education: constructing educational pyramid. Invited speech in the Asia Education Leadership Forum - Best Practices Sharing, Korea, June.

Lin, F.-L. (2006). Reconstructing educational pyramid: policy and strategy in mathematics education. Lecture at Munich University, Munich, Germany, 13 July.

Lin, F.-L. (2006). Promoting a bilateral collaboration program in science education: issues and actions. Lecture at the 30th Meeting of the Japan Society for Science Education, Japan, 18-20 August.

Lin, F.-L. (2006). Reconstructing educational pyramid: policy and strategy in mathematics education. Lecture at Korea National University of Education, Korea, 14 November.

Lin, F.-L. (2006). Designing mathematics conjecturing activities to foster thinking and constructing actively. Keynote speech in the APEC-TSUKUBA International Conference, Tsukuba, Japan, 2-7 December.

Lin, F.-L. (2007). Participating in developing curriculum for integrating emerging science and technology as a strategy for in-service teachers’ authentic professional development - the case of Gau-Jan Program in Taiwan. Professional Development of Mathematics Teachers - Research and Practice from an International Perspective, MFO, Germany, 11-16 November.

Lin, F.-L. (2007). Analysing students’ misconception and designing learning strategies for their conceptual understanding. Plenary speech on the National Seminar – Workshop for Science and Mathematics Education at UP NISMED, Manila, Philippines, 9-10 February.

Lin, F.-L. (2008). Conjecturing as a pivot of mathematics learning. Cinvestav, Mexico, 15 January.

Lin, F.-L. (2009). Promoting and implementing education policy. Congress Paradigms in Mathematical Education for the 21st Century, Valencia, Spain, 22 October.

Lin, F.-L. (2010). Ambiguity of factors contributing to students performance on international assessment, CICS Roundtable Meeting, National Institute of Education, Singapore, 17 February.

Lin, F.-L. (2010). Mathematical task designing for different learning settings. Belo Horizonte, PME-34, Brazil, 18 July.

Lee, Y.-S., Lin, F.-L., Lee, W.-L., Wu, T.-F., Hsu, S.-F., & Ma, H.-Y.(2010). The national survey on Taiwanese fourth-grade mathematics classrooms. In M.M.F. Pinto, & T.F. Kawasaki(Eds.). Proceedings of the 34th Conferences of the International Group for the Psychology of Mathematics Education: Vol 4, 329-336, Belo Horizonte, Brazil.

Lin, F.-L. (2011). Collaborative research issues on mathematics teacher as designer. Guest lecture of MCLS/TUM School of Education International Symposium, Munich, Germany, 16 July.

Lin, F.-L., Hsu, H.-Y., Yang, K.-L., Chen, C.-C., & Lee, K.-H. (2011). Adventuring through big problems as means of innovations in mathematics education. Keynote speech in APEC - Ubon Ratchathani International Symposium: Innovation on Problem Solving Based Mathematics Textbooks and E-textbooks, Ubon Ratchathani, Thailand, 2-5 November.

Conference Papers in Traditional Chinese

林福來、郭汾派、林光賢(1985):<比和比例的了解層次與認知階段>。《師大科教學術研討會論文彙刊》,頁139-150。

林福來、郭汾派、林光賢(1986):<國中生的比例概念發展>。《科教月刊-中日科教研討會論文選集》,第87期,頁14-42。

林福來、連秀鑾(1987):<思考與解題過程:平移>。《75學年度科學教育學術研討會》。民國76年2月。

林福來、金鈐(1987):<思考與解題過程:旋轉>。《75學年度科學教育學術研討會》。民國76年2月。

林福來、林佳蓉(1987)。<思考與解題過程:反射>。《75學年度科學教育學術研討會》。民國76年2月。

林福來、郭汾派、林光賢(1987)。<比例的教學實驗>。《75學年度科學教育學術研討會》。民國76年2月。

林福來(1987):<國中生反射、旋轉、平移概念發展研究>。國科會專題研究計畫報告。

林福來(1988):<數學概念研究與課程發展>。第4屆科教研討會邀請專題演講。師大理學院科教研討彙刊。

林福來(1989):<面談調查法>。科教研討方法第一次研習會,師大理學院,第六期,頁3-24。

林福來(1990):<不完備原理:概念的了解>。第5屆科教研討會邀請專題演講,師大理學院。

林福來(1991):<數學學習理論的辯證>。第6屆科教研討會邀請專題演講,師大理學院。

林福來(1992):<數學概念了解的刻畫與教育>。中華民國數學學會81年數學學術研討會邀請專題演講,國立成功大學。

林福來(1994):<生活論證與數學論證>。中華民國第9屆科學教育研討會邀請演講,國立臺灣師範大學。

林福來(1997):<數學師資培育者的學習>。《師資培育機構國民中學分科教材教法研討會論文集》,國立臺灣大學教務處教育學程中心,頁178-188。

林福來(2008):<啟動數學教學改進的思維與策略>。2008年華人社會的課程與教學改進學術研討會,澳門大學,Macau,China,22 November。

林福來(2009):“Harmony, easy attainment and thoughtfulness” - teaching in mathematics。香港教育學院2009數學教育研討會-數學學與教-東方的理論框架,Hong Kong,China,14 March。

林福來(2010):<主動思考以促進教師專業成長>。上海華東師大之研究講座,Shanghai,China,21 October。

林福來(2011):<讓你富有的思維模式>。100學年度中山通識教育講座,國立中山大學。12月7日。

 




Professor Fou-Lai Lin's Other Publications

Book Chapters in English

Lin, F.-L., & da Ponte, J.P. (2008). Face-to-face learning communities of prospective mathematics teachers: studies on their professional growth. In K. Krainer, & T. Wood (Eds.), Participants in mathematics teacher education: individual, teams, communities, and networks, Vol.3 of the International Handbook of Mathematics Teacher Education, Sense Publishers.

Lee, Y.-S., & Lin, F.-L. (2011, in press). The national video survey on Taiwanese fourth-grade classrooms of mathematics teaching behaviors. In L. Fan (Ed.). How Chinese Teach Mathematics: Perspectives from Insiders.

Lin, F.-L., Lee, K.-H., Yang, K.-L., 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.

Book Chapters in Traditional Chinese

林福來(1982):<談中學幾何教材>。《科教月刊》,第46期,頁14-24。

林福來(1982):<英國的數學教育總評>。《科教月刊》,第55期,頁34-43。

林福來(1983):<英國的會考制度>。《科教月刊》,第58期,頁2-11。

林福來(1983):<英國的新SMP中學數學課程>。《科教月刊》,第61期,頁17-26。

林福來(1984):<數學科教學評量注意事項>。臺灣省高級中學教學評量手冊。

林福來(1984):<青少年的比例推理方式>(附台北區國中生比例概念發展研究資料)>。73年暑期教學評量研討會報告。

林福來(1984):<青少年的比例概念發展>。《科教月刊》,第73期,頁7-26。

林福來(1984):<學習者特性>。《國科會數學教育部門規劃資料》,頁19-89。

林福來(1985):<評量─教學的過程>。《國民中學教學評量理論與實際》,臺北市教育局,頁41-47。

林福來(1988):<師生一起「玩數學」>。《科學月刊》,第19卷第3期,頁222-230。

林福來(1988):<中國大陸的中學數學課程現況>。《科教月刊》,第112期,頁22-44。

林福來(1988):<英國那飛爾中學數學課程計畫>。《科教月刊》,第113期,頁31-56。



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