Publications
Journal Articles
Lin, Y.-C. (2024). A comparison of two simulated classrooms for teaching elementary school mathematics: Cartoon Classroom and Bear Classroom. Technology, Pedagogy and Education, 33(2), 149-164. https://doi.org/10.1080/1475939x.2023.2296090 (SSCI)
Lin, Y.-C. (2023). Using virtual classroom simulations in a mathematics methods course to develop pre-service primary mathematics teachers’ noticing skills. British Journal of Educational Technology, 54(3),734-753. https://doi.org/10.1111/bjet.13291 (SSCI).
Lin, Y.-C. (2022). What are you doing in the mathematics classroom? Using a drawing task to investigate pre-service teachers’ beliefs about mathematics teaching and learning. Educational Journal (教育學報), 50(1), 31-62. (TSSCI)
Lin, Y.-C. (2022). Using a drawing method to investigate pre-service teachers’ beliefs, knowledge and emotions about mathematics teaching and learning. Asia-Pacific Journal of Teacher Education, 50(5), 474-497. https://doi.org/10.1080/1359866X.2021.1880546 ( SSCI).
林勇吉 (2021)。數學與肢體運動:應用「體現認知」於數學教學。 臺灣數學教師, 42(1), 17-28。 doi:10.6610/TJMT.202104_42(1).0002。
林勇吉*、陳姿蒨 (2020)。國小資深與資淺教師教學覺察力表現比較之個案研究。科學教育學刊,28(4),379-402。(TSSCI, 科技部第1級核心期刊)。 本人為第一作者及通訊作者
林勇吉 (2017)。真的只有教師知識和信念嗎?數學教師覺察力:從另一個觀點來看待教師的專業能力。科學教育月刊,402, 2-15。
Chin, E.-T., Lin, Y.-C.*, & Tuan, H.-L. (2016). Analyzing changes in four teachers’ knowledge and practice of inquiry-based mathematics teaching. The Asia-Pacific Education Researcher, 25(5-6), 845-862. (SSCI) (Corresponding author)
Lin, Y.-C., Yang, D.-C & Li, M.-N. (2016). Diagnosing students’ misconceptions in number sense via a web-based two-tier Test. EURASIA Journal of Mathematics, Science and Technology, 12(1), 41-55. (SSCI) (First author)
Yang, D.-C. & Lin, Y.-C.* (2015). Assessing 10- to 11-year-old children’s performance and misconceptions in number sense using a four-tier diagnostic test. Educational Research, 57(4), 368-388. (SSCI). (Corresponding author)
Yang, D.-C. & Lin, Y.-C.* (2015). Examining the differences of linear systems between Finnish and Taiwanese textbooks. EURASIA Journal of Mathematics, Science and Technology, 11(6), 1265-1281. (SSCI) (Corresponding author)
Yang, D.-C. & Lin, Y.-C.* (2015). Using calculator-assisted instruction to enhance low-achievers in learning number sense: A case study of two fifth graders in Taiwan. Journal of Education and Learning, 4(2), 64-72. (Corresponding author)
Lin, Y.-C.* & Chin, C. (2015). Extending the conception of Horizon Content Knowledge: Fundamental mathematical knowledge and a sample assessment item. 科學教育學刊,23(1),1-22。(TSSCI) (First & corresponding author)
林勇吉 (2015)。國小學童參與科學營對科學與數學自我效能、學習動機與學習焦慮之研究。自然科學與教育,1(1),47-56。
Lin, Y.-C.*, & Chin, C. (2014). Developing an instrument for capturing high school mathematics teachers’ mathematics knowledge for teaching: an exploratory study. 教育科學研究期刊,59(3),1-28。(TSSCI) (First & corresponding author)
林勇吉、金鈐(2014)。探討學生對於HCK取向與解題取向教學的知覺。科學教育月刊,369,2-16。本人為第一作者及通訊作者
林勇吉、秦爾聰、段曉林(2014)。數學探究之意義初探與教學設計實例。台灣數學教師,35(2),1-18。
林勇吉、秦爾聰、段曉林(2010)。以敘說探究探討一位國中教師發展數學探究 教學之信念與實務。教育科學研究期刊,55(3),1-32。(TSSCI)
秦爾聰、林勇吉*、林晶珮、段曉林(2009)。實施數學探究教學所遭遇的問題與解決之道:一位七年級數學教師之行動研究。台灣數學教師電子期刊,19,35-58。本人為通訊作者
秦爾聰、林勇吉*、林晶珮、段曉林(2009)。數學探究教學對數學解題能力提升之個案研究。科學教育研究與發展季刊,55,83-116。本人為通訊作者
秦爾聰、林勇吉*、陳俊源(2009)。探討高二學生在三角探究教學中的解題表現。科學教育學刊,17(5),433-458。(TSSCI)本人為通訊作者
林勇吉、楊德清(2003)。心算。國教之友,54(2),16-22。本人為第一作者及通訊作者
林勇吉、楊德清(2003)。電算器教學活動幫助兒童學習數字常識能力之個案研究。科學教育研究與發展季刊,30,94-119。
林勇吉、楊德清(2003)。電算器與數學教育。屏師科學教育,17,12-23。本人為第一作者及通訊作者