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Yung-Chi Lin

Yung-Chi Lin
Name Yung-Chi Lin
Title Associate Professor
Education Ph.D. in mathematics education at National Changhua University of Education
Extension (03) 571-5131 ext. 76212
E-mail yc.lin@mx.nthu.edu.tw
Office Applied Science Building 4402A
Research Interests Mathematics education, mathematics teacher noticing, mathematics teacher beliefs, visualization in mathematics teaching and learning, using technology to support mathematics teacher education
Personal website https://sites.google.com/view/yungchilin/home
Class Schedule 112-1

 

 

Teaching and Research Features

使用3D列印筆融入立體幾何教學

使用3D列印筆融入立體幾何教學

This research project aims to explore the effects of using 3D printing pens in teaching solid geometry. Extensive research has highlighted the significance of incorporating hands-on experiences and drawing geometric shapes in the learning process. Nevertheless, the creation of 3D geometric shapes can be challenging in a traditional classroom setting. In light of recent technological advancements, the emergence of 3D printing pens offers a unique opportunity to address this challenge.

使用VR軟體進行立體幾何的學習

使用VR軟體進行立體幾何的學習

This is a four-year project funded by the Taiwanese Ministry of Education. Its purpose is to develop preservice teachers’ competency in integrating virtual reality (VR) technology into 3D geometry learning.

虛擬教學平台：卡通教室

虛擬教學平台：卡通教室

CartoonClass is a low-cost, easy-to-setup, and easy-to-modify mixed-reality virtual classroom environment. It allows participants to conduct teaching simulations by interacting with virtual cartoon students, known as avatars, controlled by other participants (see Lin, 2023, 2024).

 

Academic Publications and Research Projects

  • 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.* (2021). Using a drawing method to investigate pre-service teachers' beliefs, knowledge and emotions about mathematics teaching and learning. Asia-Pacific Journal of Teacher Education. Advance online publication. https://doi.org/10.1080/1359866X.2021.1880546 (SSCI). 本人為第一作者及通訊作者
  • 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。本人為第一作者及通訊作者
  • 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。本人為第一作者及通訊作者
  • 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). 本人為通訊作者
  • 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). 本人為第一作者
  • 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). 本人為通訊作者
  • 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) 本人為通訊作者
  • 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, 科技部第2級核心期刊). 本人為第一作者及通訊作者
  • 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. 本人為通訊作者
  • 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。本人為第一作者及通訊作者
  • 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, 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*、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。本人為第一作者及通訊作者
  • 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）本人為第一作者
  • 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。本人為第一作者及通訊作者
  • 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
  • Lin, Y.-C. (2024, July). Comparing pre-service mathematics teachers’ noticing and perceptions of 360-degree video viewing across different devices: Google Cardboard, Laptop and VR headset. Paper presented at the 15th International Congress on Mathematical Education (ICME 15), Sydney, Australia.
  • 林勇吉(2023, 12月)。運用眼球追蹤技術探討國中與國小數學教師之課程覺察力。論文發表於第39屆科學教育國際研討會 (2023 International Conference of Science Education in Taiwan, ASET 2023)。國立臺灣師範大學，台北。
  • 林勇吉(2022, 12月)。比較使用不同VR頭戴式顯示器觀看360度教學影片於培養數學教師覺察力之差異：Google Cardboard與Oculus Go。論文發表於第13屆教育創新國際學術研討會 (2020 International Conference on Education Innovation, 2022 ICEI)。國立清華大學，新竹。
  • 林勇吉(2021, 11月)。數學教科書覺察力研究：探索使用網站分析工具來類比眼動技術之可行性。論文發表於第12屆教育創新國際學術研討會 (2020 International Conference on Education Innovation, 2021 ICEI)。國立清華大學，新竹。
  • Lin, Y.-C. (2021). Is innovative virtual classroom simulation better than traditional role-play simulation? A comparative study. In W.-C. Yang, D. Meade, & M. Majewski (Eds.). Proceedings of the 26th Asian Technology Conference in Mathematics (ATCM 2021).
    Radford University, Virginia, USA and Suan Sunandha Rajabhat University, Thailand: ATCM. https://atcm.mathandtech.org/EP2021/abstracts.html
  • Lin, Y.-C. (2021). The use of virtual classroom simulations to develop pre-service mathematics teachers’ noticing skills. In NNN (Eds.). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. X, pp. XX-YY. Khon Kaen, Thailand: PME.
  • 林勇吉 (2020, 12月)。比較國小職前教師對兩種虛擬教室的覺知與在數學教學覺察力的表現差異：卡通教室與小熊教室。論文發表於第36屆科學教育國際研討會 (36th Annual International Conference of Science Education in Taiwan, 2020 ASET)。國立科學工藝博物館，高雄。
  • 陳欣佑、林勇吉 (2020, 11月)。探討 Geogebra 融入補救教學對高中數學低成就學生在橢圓學習表現之個案研究。論文發表於第11屆教育創新國際學術研討會 (2020 International Conference on Education Innovation, 2020 ICEI)。國立清華大學，新竹。
  • Lin, Y.-C. (2019). Using classroom videos to enhance pre-service mathematics teachers’ noticing abilities. Paper presented at the International Conference on Education, Psychology, and Social Sciences (ICEPS) 2019, Tokyo, Japan.
  • Lin, Y.-C. (2018, July). Using media to assess pre-service teachers’ noticing abilities: A comparative study of videos, animated storybooks and comics. Paper presented at the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME 42), Umeå, Sweden.
  • Lin, Y.-C. (2018). Are drawings better than questionnaires? Comparing two methods of studying mathematics teachers’ beliefs. In F.-J. Hsieh (Ed.), Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education (Vol. 2, pp. 92-99). Taipei, Taiwan: EARCOME.
  • Lin, Y.-C. (2017). Which mathematics classroom do you like best? Comparing the conceptions of mathematics classroom teaching held by fifth-graders, pre-service teachers, and in-service teachers. In B. Kaur, Ho, W.K., Toh, T.L., & Choy, B.H. (Ed.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 177-184). Singapore: PME.
  • 傅昶詳、林勇吉 (2017，5月)。調查國小教師數學教學覺察力之個案研究。論文發表於 2017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.
  • Lin, Y.-C., & Yu, H.-Y. (2016, August). Using a comics-based instrument to investigate three high school teachers' mathematics knowledge for teaching: An exploratory study. Paper presented at the 2016 International Conference of East-Asian Association for Science Education (EASE 2016), Tokyo, Japan.
  • Ko, I., Herbst, P., & Lin, Y.-C. (2016). Subject matter knowledge of geometry needed in tasks of teaching and teachers' geometry teaching experience. Paper presented at the 13th International Congress on Mathematical Education (ICME 13), Hamburg, Germany.
  • Lin, Y.-C., & Ho, S. Y. (2016, July). What students think about mathematics teachers' drawings of a classroom teaching. Paper presented at the 13th International Congress on Mathematical Education (ICME 13), Hamburg, Germany
  • Ko, I., Herbst, P., & Lin, Y.-C. (2016, April). Subject matter knowledge of geometry needed in tasks of teaching and experience teaching geometry. Paper presented at the 2016 AERA Annual Meeting, Washington, DC.
  • Lin, Y.-C. & Ho, S. Y. (2015, May). Draw a Mathematics Teacher study: Insights from pre-service teachers’ drawings about mathematics teaching and learning in Taiwan. Paper presented at The 7th ICMI-East Asia Regional Conference on Mathematics Education (EARCOME 7), Cebu, Philippines.
  • Yang, D-C. & Lin, Y.-C. (2014, July). An Analysis of the Topic of Functions in Finnish, Singaporean and Taiwanese Middle School Textbooks. Paper presented at the International Conference on Mathematics Textbook Research and Development 2014, University of Southampton, UK.
  • Lin, Y.-C. & Yang, D-C (2014). Examining the differences of solving systems of linear equations between Finnish and Taiwanese textbooks. In S. Oesterle, C. Nicol, P. Liljedahl, & D. Allan. (Eds.) Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 6, p. 350). Vancouver, Canada: PME.
  • Lin, Y.-C. & Herbst, P. (2013, March). Analyzing different responses to SCK proof items as a tool to develop teachers' proficiency on the SMP "construct viable arguments and critique the reasoning of others". Paper presented at Conversations among Colleagues 2013. CMU, MI, USA.
  • Lin, Y.-C., Chin, E-T & Tuan, H.-L. (2012). Using narrative approach case study for investigating two teachers’ knowledge, beliefs and practice. In Tso, T-Y. (Ed.). Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 3, pp. 153-160). Taipei, Taiwan: PME.
  • Lin, Y.-C., Chin, C. & Chiu, H-Y. (2011). Developing an instrument to capture high school mathematics teachers’ specialized content knowledge: an exploratory study. In B. Ubuz (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 1, p.353). Ankara, Turkey: PME.
  • 林勇吉、秦爾聰、段曉林（2010，12月）。篳路藍縷的學習如何實施數學探究教學：探討四位個案教師數學探究知識與教學實務之改變。論文發表於第二十六屆科學教育學術研討會。花蓮：國立東華大學（第26屆科學教育研討會最佳論文獎）。
  • Chin, E.-T., Lin, Y.-C. & Lin, C-P. (2009). A study of improving 7th graders’ mathematical problem solving and communication abilities through inquiry-based mathematics teaching. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 359). Thessaloniki, Greece: PME.
  • Chin, E.-T., Lin, Y.-C. & Wang, Y-L. (2009). An investigation of the influence of implementing inquiry-based mathematics teaching on mathematics anxiety and problem solving process. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 447). Thessaloniki, Greece: PME.
  • 秦爾聰、林勇吉、段曉林（2008，12月）。透過敘說探究取向探討一位國中數學教師發展數學探究教學之歷程：聚焦在信念與實務上。論文發表於第二十四屆科學教育學術研討會。彰化：國立彰化師範大學。
  • Chin, E.-T. & Lin, Y.-C. (2008, February). Teachers’ professional development of mathematics inquiry-based teaching. Paper presented at Conference of Asian Science Education. Kaohsiung, Taiwan.
  • 林勇吉、秦爾聰（2007，12月）。透過「合作探究導向」的專業成長計劃促進中學教師進行數學探究教學：探討數學探究教學能力與信念之改變。論文發表於第二十三屆科學教育學術研討會。高雄：國立高雄師範大學。
  • Chin, E.-T., Lin, Y.-C., Chuang, C-W. & Tuan, H.-L. (2007). The influence of inquiry-based mathematics teaching on 11th grade high achievers: focusing on Metacognition. 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. 2, pp. 129-136). Seoul: PME.
  • Chin, E.-T., Lin, Y.-C., Ko, Y-T., Chien, C-T. & Tuan, H.-L. (2006). Collaborative action research on implementing inquiry-based instruction in an eighth grade mathematics class: An alternative mode for mathematics teacher professional development. In Novotná, J., Moraová, H., Krátká, M. & Stehlíková, N. (Eds.). Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 305-312). Prague: PME.
  • Lin, Y.-C. & Chin, E.-T. (2005). How the calculator-assisted instruction enhances two fifth grade students’ learning number sense in Taiwan. In Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 257-264). Melbourne: PME.
  • 林勇吉、楊德清、段曉林（2004，12月）。計算機輔助教學對國小五年級學生學習數感之個案研究。論文發表於第二十屆科學教育學術研討會。高雄：國立高雄師範大學。
  計畫编號 計畫名稱 計畫期間 擔任工作
• MOST 111-2410-H-007 -080 -MY3 透過眼球追蹤技術探討國小教師之數學教學覺察力：對課程的覺察力、360度影片中的覺察力與教學當下的覺察力 計畫經費NT$3,156,000 2022/08/01-2025/07/31 Principal investigator
• MOST 108-2511-H-007 -005 -MY3 利用虛擬教室促進教師發展數學教學之覺察力 計畫經費NT$ 2,157,000 2019/08/01 - 2022/07/31 Principal investigator
• MOST 105-2511-S-134 -008 -MY3 教師覺察力之研究 計畫經費NT$ 2,463,000 2016/08/01- 2019/07/31 Principal investigator
• MOST 104-2511-S-134 -010 畫一位數學教師之研究：藉由繪圖分析職前數學教師的信念 2015/02/01-2016/10/01 Principal investigator
  計畫名稱 計畫經費 執行日期 擔任工作
• 113-116學年度精進師資素質及特色發展計畫：子計畫A12：培養師資生使用虛擬實境進行雙語幾何教學的能力 計畫經費NT$ 250,108 (113-114年度) 2023/12/01-2027/11/30 Principal investigator
• 110-111學年度補助師資培育大學辦理精進師資素質及特色發展計畫：精1-1:透過身體來學習數學—培養師資生應用「體現認知」於數學教學之計畫 計畫經費NT$ 183,846 2021/08/01-2023/12/31 Principal investigator
• 教育部補助師資培育之大學精進師資素質及特色發展計畫：精3-1-2透過數學教學案例與數學遊戲社群研討、教案設計與演示，以增進師資生數學素養導向的教學知能 計畫經費NT$ 175,000 2017/08/01-2019/07/31 Principal investigator
• 105學年度精緻特色發展計畫：1-4影片融入數學教材教法課程提升職前教師關注能力 計畫經費NT$ 110,000 2016/08/01-2017/07/31 Principal investigator
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