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Hui-Yu Hsu

Hui-Yu Hsu (Angela)
Name Hui-Yu Hsu (Angela)
Title Professor
Education Ph.D. Mathematics education, University of Michigan
Extension 78603
E-mail huiyuhsu@mx.nthu.edu.tw
Office Promote Education Building 9316
Research Area Mathematics cognitive behaviors using ERP (event-related potential) techniques, Teaching and learning of geometry, Mathematics textbook analysis, Professional development for in-service teachers, Spatial-ability development using BCI (brain-computer interface) techniques
Class 113 Schedule

 

 

Teaching and Research Features

Development of Spatial Ability Diagnosis Teaching Module Utilizing Brain-Computer-Interface (BCI) Technology

許慧玉研究特色

  • The goal of this project is to assist individuals undergoing rehabilitation and patients with neurodegenerative disorders in developing and maintaining spatial abilities. This research integrates educational neuroscience, mathematics, engineering, machine learning, medicine, and industry expertise to develop an integrated BCI spatial ability diagnosis and teaching module and product. The module combines passive Brain-Computer Interface (BCI) and reactive BCI, utilizing passive BCI to diagnose the spatial abilities of rehabilitation and neurodegenerative patients, while employing reactive BCI for spatial ability teaching. This module includes content on geometric spatial reasoning and environmental spatial localization.

Exploring Students' Mathematical Cognitive Features Using Event-Related Potential (ERP) Research Methods

許慧玉研究特色

This research utilizes event-related potential (ERP) and neuroscientific research methods to investigate the cognitive processes and characteristics of students in Taiwan from different groups (typical students, gifted students, mathematically talented students) across various mathematical content areas (such as geometric problem-solving, mental rotation of geometric figures, mathematical insight). The study also involves cross-national comparisons with Israel to understand how mathematical curriculum, teaching practices, educational environments, and cultural factors influence the mathematical cognitive development of students from different groups in Taiwan and Israel.

STEAM Curriculum and Research

許慧玉研究特色

The College of Education at National Tsing Hua University (NTHU) has initiated an in-depth STEAM education program. Within this program, the DDMT curriculum design model for STEAM education is proposed. It emphasizes students discovering and understanding real-life problems, forming problem definitions, developing models, and modeling to solve problems, as well as transferring learning experiences to new problems that may be encountered in real life. Under this model, the development of mathematical abilities in STEAM education curriculum and how mathematics supports the development of abilities in other STEAM disciplines are key areas of focus. In particular, integrating mathematical modeling into STEAM curricula at different learning stages is a direction we are striving towards.

Academic Publications and Research Projects

  • 許慧玉,丁志堅&姚辰豫.(2024).資賦優異高中生函數圖形和方程式轉換能力之事件相關電位研究 [Using ERP Measures to Examine Gifted and Non-Gifted High School Students' Ability to Transform between Function Graphs and Equations]. 科學教育學刊 ,第三十二卷第二期, 163-190 (TSSCI) (第一作者)
  • Hsu, H.-Y. & Yao, C.-Y. (2023). A Review of the Mathematical Tasks Framework and Levels of Cognitive Demand. In J. Cai, G. J. Stylianides, & P. A. Kenney (Eds.), Research Studies on Learning and Teaching of Mathematics: Dedicated to Edward A. Silver (pp. 219-252). Cham: Springer International Publishing. (First author and corresponding author)
  • Hsu, H.-Y. (2023). Taiwanese Teachers ' Collection of Geometry Tasks for Classroom Teaching: A Cognitive Complexity Perspective. In R. Leikin (Ed.), Mathematical Challenges For All (pp. 431-458). Cham: Springer International Publishing. (First author and corresponding author)
  • Waisman, I., Hsu, H.-Y., & Leikin, R. (2023). Complexity of Geometry Problems as a Function of Field-Dependency and Asymmetry of a Diagram. In R. Leikin (Ed.), Mathematical Challenges For All (pp. 501-520). Cham: Springer International Publishing. (Corresponding author)
  • Hsu, H.-Y., Yao, C.-Y., & Lu, B.-Y. (2022). Examination of Taiwanese Mathematics Teachers Questioning. International Journal of Science and Mathematics Education, 21(5), 1473-1493. (SSCI) (First author)
  • Yang, K.-L., Hsu, H.-Y., & Cheng, Y.-H. (2022). Opportunities and challenges of mathematics learning in Taiwan: A critical review. ZDM – Mathematics Education, 54, 569-580. (SSCI) (Corresponding author)
  • 蔡淑君, 許慧玉, 鄭英豪, & 陳建誠. (2020). 拖曳對國小生理解四邊形包含關係之研究 [A study of Dragging in Dynamic Geometry Environment in Developing Elementary School Students' Understanding of Inclusive Relationships among Quadrilaterals]. 臺灣數學教育期刊, 7(1), 27-54. (科技部一級期刊) (通訊作者)
  • Lin, F.-L., Yang, K.-L., Hsu, H.-Y., & Chen, J.-C. (2018). Mathematics teacher educator-researchers’ perspectives on the use of theory in facilitating teacher growth. Educational Studies in Mathematics, 98, 197-214. (SSCI) (Corresponding author).
  • Lin, F.-L., Hsu, H.-Y., & Chen, J.-C. (2017). Facilitating professional growth of Taiwanese in-service mathematics teachers through an innovative school-based program. In B. Kaur, O.-N. Kwon, & Y.-H. Leong (Eds.), Professional development of mathematics teachers: An Asian perspective (pp. 209-222). Singapore: Springer. (Corresponding author)
  • Lin, F.-L., & Hsu, H.-Y. (2017). Using mathematics-pedagogy tasks to facilitate the professional growth of pre-service elementary teachers. In G. J. Stylianides, & K. Hino (Eds.), Research advances in the mathematical education of pre-service elementary teachers—An international perspective. Germany: Springer. (Corresponding author)
  • 鄭英豪、陳建誠、許慧玉（2017）。國中生在動態幾何軟體輔助下臆測幾何性質之研究。台灣數學教育期刊, 4(1)，1-34。(科技部一級期刊)（通訊作者）
  • 黃國綸、許慧玉（2016）。幾何圖形例子分類對八年級國中生學習四邊形包含關係之研究。台灣數學教師, 37(2)，50-71。（通訊作者）
  • Yang, K.-L., Hsu, H.-Y., Lin, F.-L., Chen, J.-C., & Cheng, Y.-H. (2015). Exploring educative power of an experienced mathematics teacher educator-researcher. Educational Studies in Mathematics, 89(1), 19-39. (SSCI).
  • Hsu. H.-Y. & Silver, E. (2014). Cognitive complexity of mathematics instructional tasks in a Taiwanese classroom: An examination of task sources. Journal for Research on Mathematics Education, 45(4), 460-496. (SSCI) (First author & Corresponding author).
  • 劉家樟、楊凱琳、許慧玉 (2012). 小六學生不同代數表徵的解題表現及教師布題順序與代數教學信念之研究. 當代教育研究季刊. 20(2), 93-133. (TSSCI) (通訊作者)
  • Charalambos, C., Delaney, S., Hsu, H.-Y. & Mesa, V. (2010). The addition and subtraction of fractions in the textbooks of three countries: A comparative analysis. Mathematical Thinking and Learning, 12, 117-151 (SSCI). (Equal authorship)
  • 林于弘、許慧玉 (2002). 國小一年級國語識字量之比較觀察研究。國民教育。國立台北師範學院, 43(1), 38-45.
  • 許慧玉（2001）數學科卷宗評量之文獻探討與實務經驗分享。革新國民中小學數學教育議題，國立嘉義大學數學教育研究所，317-348.
  • 許慧玉 (2001). 國小四年級數學解題策略分析。教師之友，國立嘉義大學，21,48- 59.
  • 許慧玉、劉瓊文（2001）. 卷宗評量的特色及對學習的影響。測驗與統計簡訊, 41, 9-20.
  • 許慧玉 (2000). 新式評量─卷宗評量的介紹，竹縣文教, 3, 71-84.

  • 國外研討會發表

  • Hsu, H.-Y.; Yang, S.-J. (2024). Comparison between geo-stick and Dynamic geometry software strategies in teaching triangle inequality. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.). Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1). MASSEY UNIVERSITY.
  • Yao, C.-Y.;Hsu, H.-Y.; Ding, T.-J. (2024). An ERP Study on Measuring Students’ Detection of Equivalence Fractions. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.). Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp.241). MASSEY UNIVERSITY.
  • Ding, T.-J.;Hsu, H.-Y.; Yin-Hsuan Yeh.; Yao, C.-Y. (2024). Characterization of spatial ability: An ERP comparison between geometry and cartography. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.). Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp.130). MASSEY UNIVERSITY.
  • Hsu, H.-Y., Waisman, I., and Leikin, R. (2023). Influence of Field-Dependence-Independence and Symmetry on Geometry Problem Solving: An ERP Study. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., & M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 91-98. University of Haifa.
  • Yao, C.-Y.; Hsu, H.-Y.; Ding, T.-J. (2023). Comparison of Equivalent Fractions with Different Representations. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., & M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 349. University of Haifa.
  • Liu, H.-Y.; Hsu, H.-Y. (2023). Examination of Different Cognitive-Style Students on Solving Mathematics Problems. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., & M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp.279. University of Haifa.
  • Sun, C.-W.; Hsu, H.-Y. (2023). Influence of Linear Function Expression and Variable Symbols on Students’ Problem Solving. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., & M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp.335. University of Haifa.
  • Ding, T.-J.; Hsu, H.-Y.; Yao, C.-Y. (2023). Spatial Reasoning in Geometry and Cartography. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., & M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp.371. University of Haifa.
  • Waisman, I.; Hsu, H.-Y.; Leikin, R. (2023). Differences In Students Who Excel In School Mathematics In Taiwan And Israel. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., & M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp.344. University of Haifa.
  • Hsu, H.-Y., Yao, C.-Y., & Wang, T.-H. (2022). Comparisons of brain activities between solving function tasks and multiplication tasks. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 233. PME: Spain.
  • Hsu, H.-Y. (2021). How teachers scaffold students in visualizing diagram for understanding geometric problem solving. Paper presented in The 14th International Congress on Mathematical Education. ICME: Shanghai, China.
  • Hsu, H.-Y., Cheng, Y.-H., & Chen, J.-C. (2019). A Strategy to Scaffold Low-Attaining Students in Learning Mathematics. Paper presented in The Asian Conference on Education & International Development (ACEID). ACEID: Tokyo, Japan.
  • Chen, J.-C., Cheng, Y.-H., & Hsu, H.-Y. (2019). Learning Activity Design for promoting Students’ Understanding and Positive Disposition: An Example in Just-Do-Math Project in Taiwan. Paper presented in The Asian Conference on Education & International Development (ACEID). ACEID: Tokyo, Japan.
  • Cheng, Y.-H., Hsu, H.-Y., Chen, J.-C. (2019). Facilitating Teachers in Improving the Quality of Their Pedagogical Reasoning in Changing Times. Paper presented in The Asian Conference on Education & International Development (ACEID). ACEID: Tokyo, Japan.
  • Hsu, H.-Y., Huang, G.-L., Cheng, Y.-H., & Chen, J.-C. (2017). A study of cognitive demand embedded in rigid transformation of geometric diagrams. Paper presented at The 41st PME Conference. Singapore: Singapore.
  • Hsu, H.-Y., Cheng, Y.-H., Chen, J.-C., & Chen, M.-C. (2016). Fourth graders’ understanding of inclusion relations in quadrilaterals. Paper presented at The 40th PME Conference. Hungary: Szeged.
  • Lin, F.-L., & Hsu, H.-Y. (2016). Using mathematics-pedagogy tasks to facilitate professional growth of elementary pre-service teachers. Paper presented at The 13th International Congress on Mathematical Education (ICMI-13). Germany: Hamburg.
  • Hsu, H.-Y., Li, Y.-H., Cheng, Y.-H., & Cheng, J.-C. (2015). The interplay between diagram characteristics and geometric properties generated by straightedge-and-compass construction. The 2015 International Symposium of Research on Mathematical Argumentation in Mathematics Education, Hsinchu, Taiwan
  • Cheng, Y.-H., Hsu, H.-Y., & Chen, J.-C. (2015). Developing reading and reasoning activities for geometric thinking. The 2015 International Symposium of Research on Mathematical Argumentation in Mathematics Education.
  • Chen, J.-C., Lin, F.-L., Hsu, H.-Y., & Ying-Hao Cheng (2014). Integration of conjecturing and diagnostic teaching: Using a proceduralized refutation model as intermediate framework. Joint Meeting of International Conference of Psychology on Mathematics Education and PME-NA, Vancouver, Canada.
  • Lin, F.-L., Yang, K.-L., Hsu, H.-Y. & Chen, J.-C. (2014). Using theoretical principles in the evaluation of teachers' task design for conjecturing. The Joint Meeting of International Conference of PME 38 and PME-NA, Vancouver, Canada.
  • Chen, J.-C., Lin, F.-L., Hsu, H.-Y., Liao, H.-I., & Yang, K.-L. (2013). Teacher growth through designing =1 task. Paper will be presented in 37th Conference of the International Group for Psychology of Mathematics Education. Taipei, Taiwan.
  • Yang, K.-L., Lin, F.-L., Hsu, H.-Y., Chen, J.-C., & Cheng, Y.-H. (2013). A case study of educative power. Paper will be presented in 36th Conference of the International Group for Psychology of Mathematics Education. Taipei, Taiwan.
  • Cheng, Y.-H., Hsu, H.-Y., & Chen, J.-C. (2013). Exploring the gap between verbal description and figural pattern of geometric theorem on secondary students. Paper will be presented in the 37th Conference of the International Group for Psychology of Mathematics Education. Kiel, German.
  • Lin, F.-L., Chen, J.-C., Hsu, H.-Y., Yang, K.-L., & Wu, R.-H. (2013). Elaborating stages of teacher growth in design-based professional development. Paper presented in 37th Conference of the International Group for Psychology of Mathematics Education. Kiel, Germany.
  • Lin, F.-L., & Hsu, H.-Y. (2013). Creating opportunities for mathematics gifted students to learn in mixed-ability classroom. Paper presented the 2013 International Conference of Mathematics Education on Creativity and Giftedness. Seoul, Korea.
  • Hsu, H.-Y., Cheng, Y.-H., & Chen, J.-C. (2012). Designing task for promoting students to conjecture geometric conditional propositions. 第四屆科技與數學教育學術研討會暨數學教學工作坊.
  • Hsu, H.-Y., Lin, F.-L., Chen, J.-C., & Yang, K.-L. (2012). Elaborating coordination mechanism for teacher growth in profession. Paper presented in the 36th Conference of the International Group for Psychology of Mathematics Education. Taipei, Taiwan.
  • Lin, F.-L., Yang, K.-L., Hsu, H.-Y. (2012). Elaborating a 3X3 framework for professional development growth of teachers, Paper presented in the ATE (Associations of Teacher Educator) 2012 Conference, Texas, U.S.A.
  • Cheng, Y.-H., Hsu, H.-Y., & Chen, J.-C. (2012). The process of conjecturing a conditional proposition in dynamic geometry setting. Paper will be presented in the 36th Conference of the International Group for Psychology of Mathematics Education. Taipei, Taiwan.
  • Lin, F.-L., Chen, J.-C., Hsu, H.-Y., & Yang, K.-L. (2012). Elaborating a framework for teacher growth in profession. Paper will be presented in the 36th Conference of the International Group for Psychology of Mathematics Education. Taipei, Taiwan.
  • Yang, K.-L., Lin, F.-L., & Hsu, H.-Y. (2012). A task for understanding and enhancing pre-service teachers’ knowledge for teaching, paper presented in the ATE (Associations of Teacher Educator) 2012 Conference, Texas, U.S.A.
  • Lin, F.-L., Hsu, H.-Y., & Chen, J.-C. (2012). Three issues on practice and research for professional development, paper presented in the ATE (Associations of Teacher Educator) 2012 Conference, Texas, U.S.A.
  • Chen, J.-C., Lin, F.-L., Hsu, H.-Y., & Yang, K.-L. (2011). A framework for evaluating thinking of teachers in designing task sequences. Presented in the 35th Conference of the International Group for Psychology of Mathematics Education, Ankara, Turkey.
  • Lin, F.-L., Yang, K.-L., Chen, J.-C., & Hsu, H.-Y. (2011). Conceptualizing educative power of researcher-educator. Presented in the 35th Conference of the International Group for Psychology of Mathematics Education, Ankara, Turkey.
  • Cheng, Y.-H., Hsu, H.-Y., & Chen, J.-C. (2011) Creating a conditional proposition on co-varying geometry setting for young students. Presented in the 35th Conference of the International Group for Psychology of Mathematics Education, Ankara, Turkey.
  • Hsu, H.-Y. (2010). Conceptualization the relationships between geometric proof and geometric calculation. Paper presented in 34th Conference of the International group for Psychology of Mathematics Education. Belo Horizonte, Brazil.
  • Cheng, Y.-H., Hsu, H.-Y., & Chen, J.-C. (2010). Students’ difficulties in generating diagram examples. Presented in 34st Conference of the International group for Psychology of Mathematics Education. Belo Horizonte, Brazil.
  • Yu, J.-Y. W., Hsu, H.-Y., Lin, C.-J., & Chin, E.-T. (2009) Validating conditional statement: Role of empirical examples. Presented in 33rd Conference of the International Group for Psychology of Mathematics Education, Thessaloniki, Greece.
  • Hsu, H.-Y. (2009). Opportunities to learn: A Taiwanese teacher’s decision in selecting and instructing geometric calculation tasks. Paper presented at the Conference on Mathematics Teachers' Professional Development: Tracing from teachers' knowledge, actions, decision making to reflections. Kaohsiung, Taiwan.
  • Hsu, H.-Y., Yu, J.-Y. W., Chen, Y.-C. (2009). Fostering 7th grade students’ understanding of validity: An instructional experiment. Paper presented at the Conference of ICMI study 19: Proof and proving in mathematics education. Taipei, Taiwan.
  • Hsu, H.-Y. (2008). Learning opportunities of reasoning: The interplay between gestures and diagram properties. Paper presented in 11th Conference of International Congress on Mathematical Education (ICME). Monterrey, Mexico
  • Hsu, H.-Y. (2007). Geometric calculations are more than just the application of procedural knowledge. Paper presented in 31st Conference of the International group for Psychology of Mathematics Education. Seoul, Korea
  • Delaney, D., Charalambous, C., Hsu, H.-Y., Mesa, V. (2007). The treatment of addition and subtraction of fractions in Cypriot, Irish, and Taiwanese textbooks. Paper presented in 31st Conference of the International group for Psychology of Mathematics Education. Seoul, Korea.
  • Charalambos, C., Delaney, S., Hsu, H.-Y., Mesa, V. (2007). Opportunities to learn fractions in fourth-grade elementary classes: Insights from an analysis of textbooks used in Cyprus, Ireland, and Taiwan. Presented in Annual Meeting of American Education Research Association. Chicago.
  • Herbst, P., Hsu, H.-Y., Chen, C., González, Jeppsen, A. (2007). Conceptions of figure in high school geometry instruction. Presented in 2007 Annual Meeting of American Education Research Association. Chicago
  • Hsu, H.-Y. (2003). An experimental study of the effects of portfolio assessment and paper-pencil test on mathematical concepts, mathematical communicating capability, and mathematical learning attitude. Presented in the Joint Meeting of 24th Conference of the International Group for Psychology of Mathematics Education, Hawaii, U.S.A

  • 國內研討會發表

  • 呂昕騏、許慧玉、丁志堅（2024）。進行幾何心像旋轉高認知活動分類：腦機介面技術應用。2024第十六屆科技與數學教育國際學術研討會。台中：台中教育大學
  • 邱柔禎、許慧玉、丁志堅（2024）。心像旋轉和視角轉換的空間認知分類：腦機介面和卷積神經網路技術應用。2024第十六屆科技與數學教育國際學術研討會。台中：台中教育大學
  • 曾品綺、許慧玉（2024）。收納空間最大化利用的數學建模表現–以國小三年級為例。2024第十六屆科技與數學教育國際學術研討會。台中：台中教育大學
  • 陳俞閔、許慧玉（2024）。國中教師幾何教學之教學手勢分析。2024第十六屆科技與數學教育國際學術研討會。台中：台中教育大學
  • 劉孟瓚、許慧玉（2024）。國中八年級學生幾何文本閱讀理解：以重心為例。2024第十六屆科技與數學教育國際學術研討會。台中：台中教育大學
  • 葉尹瑄、許慧玉（2023）。以事件相關腦電位探討幾何剛性變換之研究。2023第39屆科學教育國際研討會。台北：國立台灣師範大學
  • 蔡淑君、范力分、許慧玉 （2017）。 包含關係的先備知識─四邊形定義。2017第九屆科技與數學教育國際學術研討會。台中：台中教育大學。
  • 宋筱玲、許慧玉（2016）。國小數學教科書分析：以線對稱圖形單元為例。2016第八屆科技與數學教育國際學術研討會。台中：台中教育大學。
  • 張淯僑、許慧玉（2016）。四年級國小學生對四邊形幾何圖文順序閱讀理解之研究。2016第八屆科技與數學教育國際學術研討會。台中：台中教育大學。
  • 黃國綸、許慧玉（2015）。國中生對三角形重心的初始概念。2015第七屆科技與數學教育國際學術研討會。台中：台中教育大學。

  • 國內外會議邀請演講

  • Lin, F.-L., Hsu, H.-Y., Yang, K.-L., Chen, J.-C., & Lee, K.-W. (2011). Adventuring through big problems as means of innovations in mathematics education, invited speaker in APEC-Ubon Ratchathani International Symposium, Ubon Ratchathani, Thailand.
  計畫編號 計畫名稱 計畫期間 擔任工作
• 國科會113-2410-H-007 -048 -MY3 從空間能力探討台灣學生幾何表現：以腦波研究為進路 2024/08~2027/07 計畫主持人
• 國科會113-2321-B-007 -001 - 利用腦機介面技術開發療育患者空間能力診斷教學模組 2024/05~2025/04 計畫主持人
• 教育部-高等教育深耕計畫 神經退化疾病之空間能力診斷追蹤模式 2024/01~2024/11 計畫主持人
• 教育部-高等教育深耕計畫 利用腦機介面設計注意力不足過動症及阿茲罕默症空間能力診斷教學及療法 2024/01~2024/11 計畫主持人
• 國科會112-2410-H-007-018-MY2 多元族群學生的一般空間能力與幾何和地圖能力關聯之探究-以資賦優異學生及原住民族學生為對象 2023/08~2025/07 共同主持人
• 國科會112-2321-B-007-001- 利用腦機介面技術開發療育患者空間能力診斷教學模組－利用腦機介面技術開發療育患者空間能力診斷教學模組 2023/05~2024/04 計畫主持人
• 國科會110-2511-H-007-002-MY3 台灣數學資賦優異及學習優異認知特徵之研究 2021/08~2025/04 計畫主持人
• 國科會107-2511-H-007-001-MY3 幾何素養導向的教學研究 2018/08~2022/07 計畫主持人
• 國科會107-2511-H-845 -001 - 科技融入數學建模活動脈絡下中小學數學教師教學推理能力的發展層次與培育模式之探究--科技融入幾何建模活動脈絡下國小教師教學推理能力的發展層次與培育模式之探究 2018/08~2019/10 共同主持人
• 國科會106-2511-S-152 -011 - 以設計為本的「就是要學好數學」之研究--數學奠基活動設計教師培育模式之個案探究 2017/07~2018/09 共同主持人
• 國科會106-2511-S-845 -001 - 以設計為本的「就是要學好數學」之研究--數學奠基活動師專業成長與改變之探索性研究(2/2) 2017/07~2018/10 共同主持人
• 國科會106-2511-S-007 -001 - 以設計為本的「就是要學好數學」之研究 (創新的課前奠基與課中建築活動模組之發展性研究)--數學奠基活動模組對弱勢學生數學學習影響之探究(2/2) 2017/07~2018/11 計畫主持人
• 國科會106-2511-S-845 -002 - 以設計為本的「就是要學好數學」之研究--數學奠基活動師培師的專業發展與有效傳播模式之研究(2/2) 2017/07~2018/09 共同主持人
• 國科會106-2511-S-003 -003 - 以設計為本的「就是要學好數學」之研究--總計畫：設計為本的就是要學好數學之研究暨子計畫一：創新的課前奠基與課中建築活動模組之發展性研究(2/2) 2017/07~2018/09 共同主持人
• 國科會105-2511-S-003 -044 - 以設計為本的「就是要學好數學」之研究--模組設計師在培訓營中設計之奠基活動模組的改變歷程探究(1/2) 2016/07~2017/09 共同主持人
• 國科會105-2511-S-131 -001 - 以設計為本的「就是要學好數學」之研究--數學奠基活動設計教師培育模式之個案探究(1/2) 2016/07~2017/10 共同主持人
• 國科會105-2511-S-845 -009 - 以設計為本的「就是要學好數學」之研究--數學奠基活動師專業成長與改變之探索性研究(1/2) 2016/07~2017/10 共同主持人
• 國科會105-2511-S-007 -010 - 以設計為本的「就是要學好數學」之研究 (創新的課前奠基與課中建築活動模組之發展性研究)--數學奠基活動模組對弱勢學生數學學習影響之探究(1/2) 2016/07~2017/09 計畫主持人
• 國科會105-2511-S-845 -010 - 以設計為本的「就是要學好數學」之研究--數學奠基活動師培師的專業發展與有效傳播模式之研究(1/2) 2016/07~2017/10 共同主持人
• 國科會105-2511-S-003 -043 - 以設計為本的「就是要學好數學」之研究--總計畫：設計為本的就是要學好數學之研究暨子計畫一：創新的課前奠基與課中建築活動模組之發展性研究(1/2) 2016/07~2017/08 共同主持人
• 國科會104-2511-S-007 -005 -MY3 以課堂教學導向促進學生數學學習的教師專業發展：學生+教師+培育者--(總計畫含子計畫一)發展學生論證的在職教師專業發展：以臆測教學為進路 2015/08~2018/08 共同主持人
• 國科會104-2511-S-134 -001 - 國中幾何教學之研究：認知需求分析 2015/02~2016/07 計畫主持人
• 國科會103-2517-S-134 -002 - 數學教育學門組團出國參訪計畫 2014/10~2014/12 共同主持人
• 國科會102-2914-I-003 -019 -A1 37 Conference of the International Group for the Psychology of Mathematics Education 2013/07~2013/08 計畫主持人

  • 專書

  • 林素微、許慧玉、陳嘉皇、張淑怡、鄭英豪、謝闓如 （2021年09月）。素養導向之國小數學領域教材教法─幾何、代數思維與統計。陳嘉皇主編（ISBN：9786263170322）。台北：五南圖書出版股份有限公司。
  • 林福來、陳建誠、許慧玉、楊凱琳（2015年09月）。主動思考：貼近數學的心跳（ISBN：9789869177979）。台灣：開學文化事業股份有限公司。
  • 其他文章
    Herbst, P. with González, G., Hsu, H.-Y., Chen, C., Weiss, M., and Hamlin, M. (2010). Instructional situations and students' opportunities to reason in the high school geometry class. Manuscript. Deep Blue at the University of Michigan. http://hdl.handle.net/2027.42/78372
     
  • Doctoral dissertation
    Hsu, H.-Y. (2010). The study of Taiwanese students’ experiences with geometric calculation with number (GCN) and their performance on GCN and geometric proof (GP). Unpublished Doctoral Dissertation. Ann Arbor: University of Michigan
     
  • 2010 SOE Finishing Dissertation Grant (University of Michigan)
  • 2009 Rackham Graduate Student Research Grant (University of Michigan)
  • 2009 SOE Mini Grant (University of Michigan)
  • 2005台灣留學獎學金得主。補助留學兩年，每年補助美金12000元。

  • Reviewer

    • Associate editor for International Journal of Science and Mathematics Education (IJSME) (SSCI journal)
    • Editorial Broad member for Educational Studies in Mathematics (ESM) (SSCI journal)
    • Mathematical Thinking and Learning (SSCI)
    • Journal of Mathematics Teacher Education (SSCI)
    • Conference of International Group for Psychology of Mathematics Education (PME)
    • Journal for Research on Mathematics Education (SSCI)
    • Computer & Education (SSCI)
    • 教育科學研究期刊(TSSCI)
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