政府計畫（GRB），建議「依年度遞減排序」，以查看最新的研究方向。
| 畢業學年度 | 論文標題 | 連結 | 學位 | 畢業時長(years) |
|---|---|---|---|---|
| 關鍵字 | ||||
| 112 | 國中不同版... 國中不同版本的數學教科書中發展幾何推理證明之比較研究 (A comparative study on development of geometric reasoning proofs in different versions of junior high school mathematics textbooks) | NTHU | 碩 | 無口試日期 |
國中數學教科書(junior high school mathematics textbooks)、幾何推理證明(geometric reasoning proofs)、教科書分析(textbook analysis) 國中數學教... | ||||
| 112 | 低年級教師... 低年級教師實施數學創思力導向的臆測教學之行動研究 (A lower-Grade Teacher’s Action Research on Creativity-Directed Conjecturing Teaching in Mathematics) | NTHU | 碩 | 無口試日期 |
數學創思力導向(mathematical conjecturing teaching)、臆測教學(mathematical creativity)、低年級(lower-grade) 數學創思力... | ||||
| 112 | 五年級教師... 五年級教師設計與實踐數學創思力導向臆測教學 之行動研究：以小數乘法和比率單元為例 (An Action Research of a Fifth-Grade Teacher Design and Practice of Mathematical Creativity-Based Conjecturing Teaching in Mathematics：Taking Decimal Multiplication Relationships and Ratio as an example) | NTHU | 碩 | 無口試日期 |
數學創思力(Mathematical Creativity)、數學創思力評量架構(Assessment Framework of Mathematical)、數學臆測教學模式(Teaching Conjecturing in mathematics) 數學創思力... | ||||
| 112 | 一位國小二... 一位國小二年級教師發展數學課室文化之行動研究 (Action Research of A Second-Grade Teacher Developing Mathematical Classroom Norm) | NTHU | 碩 | 無口試日期 |
課室討論文化(classroom discussion culture)、社會規範(social norms)、社會數學規範(sociomathematical norms)、數學推理規範(mathematical reasoning norms) 課室討論文... | ||||
| 112 | 一位五年級... 一位五年級教師用LoiLoNote School融入數學臆測教學之行動研究—以《分數乘法》和《比率》為例 (Action Research Study of a Fifth-Grade teacher: Integrating LoiLoNote School into Conjecturing Teaching in Mathematics, Using "Fraction Multiplication" and "Ratio" as examples) | NTHU | 碩 | 無口試日期 |
數學臆測(mathematical conjecturing)、LoiLoNote School(LoiLoNote School)、行動研究(action research) 數學臆測(... | ||||
| 112 | 一位一年級... 一位一年級教師以臆測教學培養學生數學創思力之行動研究 (A First-Grade Teacher's Action Research of Mathematical Conjecturing Teaching to Foster Students' Mathematical Creativity) | NTHU NDLTD | 碩 | 3.25 |
數學創思力(mathematical creative thinking)、數學臆測教學(mathematical conjecturing teaching)、一年級教師(first-grade teacher) 數學創思力... | ||||
| 111 | 數學奠基活... 數學奠基活動融入國小四年級數學臆測任務實踐之行動研究 (An Action Research on Mathematics Grounding Activities Integration to Conjecturing Teaching for Fourth-grade Education) | NTHU NDLTD | 碩 | 5.00 |
數學臆測任務(mathematics conjecture tasks)、數學奠基活動(mathematics grounding activities)、行動研究(action research) 數學臆測任... | ||||
| 111 | 臆測教學以... 臆測教學以教師提問成為參與者之行動研究 (Becoming Participant by Teacher's Questioning in Conjecturing Activities-an Action Research.) | NTHU NDLTD | 碩 | 5.00 |
數學臆測(conjecturing)、效化階段(effectiveness)、教師角色(tearcher's role) 數學臆測(... | ||||
| 111 | 數學臆測教... 數學臆測教學提升國小資優生 數學創思力之行動研究 (An Action Research of Mathematical Conjecturing Teaching to Promote Mathematical Creativity for Primary Gifted Children) | NTHU NDLTD | 碩 | 1.99 |
數學創思力(mathematical creativity)、數學臆測教學(mathematical conjecturing teaching)、國小資優生(primary gifted students) 數學創思力... | ||||
| 111 | 一位六年級... 一位六年級教師實施批判力導向的數學臆測教學之行動研究 (A Sixth-Grade Teacher's Action Research of Critical Thinking Oriented Conjecturing Teaching in Mathematics) | NTHU NDLTD | 碩 | 1.99 |
批判力(Critical Thinking)、數學臆測教學(Mathematical Conjecturing Teaching)、行動研究(Action research) 批判力(C... | ||||
| 111 | 國中生在多... 國中生在多元解答任務中數學創造力之展現 (The Performance of the Mathematical Creativity of Middle School Students in Multiple Solutions Tasks) | NTHU NDLTD | 碩 | 4.99 |
數學創造力(mathematical creativity)、多元解答任務(multiple solutions tasks)、國中(junior high school) 數學創造力... | ||||
| 111 | 一位六年級... 一位六年級教師實施協作力導向之數學臆測教學之行動研究 (The Action Research of a Sixth-Grade teacher implementation of collaboration-oriented Conjecturing Task to Mathematics Teaching) | NTHU NDLTD | 碩 | 1.88 |
臆測教學(Conjecturing Task to Mathematics Teaching)、協作力(collaboration)、行動研究(action research) 臆測教學(... | ||||
| 111 | 一位高年級... 一位高年級教師實施創思力導向數學臆測教學之行動研究 (A High-Grade Teacher’s Action Research on Creativity-Directed Conjecturing Teaching in Mathematics) | NTHU NDLTD | 碩(提早入學) | 3.35 |
數學創思力(mathematical creativity)、創思力導向數學臆測教學(creativity- directed mathematical conjecturing teaching) 數學創思力... | ||||
| 110 | 六年級學生... 六年級學生在臆測教學下數學創造力的表現 (The Performance of Sixth Grade Students' Mathematical Creativity under Conjecturing Teaching in Mathematics) | NTHU NDLTD | 碩 | 3.45 |
數學臆測任務(mathematics conjecturing tasks)、數學創造力(mathematics creativity)、數學創造力評分架構(evaluation tool) 數學臆測任... | ||||
| 109 | 奠基活動融... 奠基活動融入高中平面向量單元學生學習之研究 (The Effects of Using Mathematics-Grounding Activities on Plane Vector Learning for Senior High-School Students) | NTHU NDLTD | 碩 | 3.99 |
奠基活動(mathematics-grounding activities)、平面向量(plane vector)、學習成效(learning effectiveness) 奠基活動(... | ||||
| 109 | 以活動理論... 以活動理論詮釋三個數學臆測教學種子教師團體培訓活動 (Interpretation of mathematics conjecturing seed teacher training activities with Activity Theory) | NTHU NDLTD | 碩 | 3.98 |
活動理論(Mathematics Conjecturing)、數學臆測教學(activity theory)、教師培訓(Teacher Training) 活動理論(... | ||||
| 109 | 數學臆測教... 數學臆測教學引出學生論證之教師提問研究 (The Study Of Teacher’s Questioning For Eliciting Students’ Argumentation Engaging in Mathematically Conjecturing Teaching) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
數學教育(Mathematic Education)、數學臆測(Mathematically Conjecturing)、數學論證(Mathematic Argumentation)、教師提問(Teacher's Questioning) 數學教育(... | ||||
| 109 | 兩岸國中教... 兩岸國中教科書幾何證明機會的比較研究 (A Comparative Study of geometric Proof Oppotunities in Cross-strait Textbooks) | NTHU NDLTD | 碩(外籍生) | 1.71 |
幾何證明(Geometric proof)、教科書分析(Textbooks Analysis)、內容分析法(Content Analysis) 幾何證明(... | ||||
| 108 | 六年級數學... 六年級數學低成就個案在臆測教學之提出猜想階段的表現 (The Performance of Sixth Grade Mathematical Underachievement Students in the Formulating Conjectures Stage of Conjecturing Teaching) | NTHU NDLTD | 碩(提早入學) | 2.41 |
數學臆測(Conjecturing)、數學論證(Argumentation)、數學低成就學生(Low-achieving students) 數學臆測(... | ||||
| 108 | 融入泰雅文... 融入泰雅文化學校本位課程之臆測任務設計與實踐之行動研究 (An Action Research of Integrity Atayal Culture School-Based Mathematics Curriculum into Conjecturing Teaching) | NTHU NDLTD | 碩(提早入學) | 2.41 |
泰雅族文化(atayal tribe culture)、數學臆測(mathematics conjecturing) 泰雅族文化... | ||||
| 108 | 在數學臆測... 在數學臆測教學下學生數學創造力的展現 (The Performance of Students' Mathematical Creativity under Conjecturing Teaching in Mathematics) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
數學臆測任務(mathematical conjecturing task)、數學創造力(mathematical creativity)、評量工具(evaluation tool) 數學臆測任... | ||||
| 108 | 高低年級數... 高低年級數學臆測教學的規範之比較 (The Comparison of the Norms in Conjecturing Teaching in Mathematics Between Lower-and Higher-Grade Levels) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
數學臆測(Mathematical Conjecturing Activities)、臆測教學的規範(the Norms in Conjecturing Teaching) 數學臆測(... | ||||
| 108 | 解題導向透... 解題導向透過數學臆測教學探討國小五年級學生論證表現之個案研究 (A Case Study of Fifth-Graders’ Argumentation Performing in Conjecturing Teaching for Problem-Based Task) | NTHU NDLTD | 碩(提早入學) | 2.41 |
數學臆測(Mathematical Conjecturing)、數學論證(Mathematical Argumentation)、論證表現(Argumentative Performance)、解題導向(Problem-Solving Orientation)、補習班(Cram School) 數學臆測(... | ||||
| 108 | 透過數學教... 透過數學教學案例提昇教師比與比值教學的專業知識 (Enhancing Teachers' professional Knowledge of Teaching Ratio Through Teaching Cases in Mathematics) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
比(ratio)、解題策略(problem solving strategy)、迷思概念(misconceptions) 比(rat... | ||||
| 108 | 兩岸師培者... 兩岸師培者對數學臆測教學課堂的覺察力 (Cross-Strait Mathematics Teacher Educators' Professional Noticing in the Context of Conjecturing-Based Class) | NTHU NDLTD | 碩(提早入學) | 1.65 |
覺察力(noticing)、數學臆測(mathematics conjecturing)、師培者(teacher educator)、兩岸(cross-strait) 覺察力(n... | ||||
| 107 | 實施臆測取... 實施臆測取向教學之高年級資優生數學臆測認知歷程之個案研究 (A Case Study of high-Achieving Students’Cognitive Processes of Conjecturing Teaching in Cramming School) | NTHU NDLTD | 碩 | 1.99 |
臆測取向教學(Conjecture-oriented teaching)、臆測認知元素(conjecture cognition element)、數學臆測(mathematical conjecture) 臆測取向教... | ||||
| 107 | 數學臆測教... 數學臆測教學下教師提問類型之個案研究 (A Case Study of Teacher Questioning under Conjecturing Teaching in Mathematics) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
數學臆測(mathematical conjecturing)、教師提問(teacher questioning)、數學提問(mathematical questioning) 數學臆測(... | ||||
| 107 | 數學臆測教... 數學臆測教學的教師角色之研究 (Teacher’s Roles of Students Engaging in Mathematically Conjecturing Activities) | NTHU NDLTD | 碩 | 1.65 |
數學臆測(conjecturing)、論證(argumentation)、教師角色(teacher’s role) 數學臆測(... | ||||
| 107 | 學生形成論... 學生形成論證的教師支持性行為:新竹與浙江數學課堂比較 (Teacher Support for Argumentation: Comparison between Hsinchu and Zhejiang Mathematics Class) | NTHU NDLTD | 碩 | 1.65 |
兩岸(China and Taiwan)、數學論證(mathematical argumentation)、教師支持性行為(teacher support) 兩岸(Ch... | ||||
| 107 | 國小數學教... 國小數學教科書中的論證機會分析-以代數為例 (Reasoning-and-proving opportunities in elementary mathematics textbooks : Algebraic) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
論證(Reasoning-and-proving)、代數(Algebraic)、國小數學教科書(elementary mathematics textbook) 論證(Re... | ||||
| 106 | 一位國小五... 一位國小五年級教師建立從造例到提出猜想臆測教學規範之行動研究 (An Action Research of a Fifth-Grade Teacher Establishing the Norms of Conjecturing from Construction Stage Toward Formulation Stage) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
臆測教學(mathematics conjecturing)、規範(norms)、造例(construction stage)、猜想(formulation stage) 臆測教學(... | ||||
| 106 | 一位體制外... 一位體制外教師實施臆測教學在造例階段的任務設計之行動研究 (An Action Research of Teacher’s Designing and Implementing Conjecturing Tasks for Constructing Cases in a Cramming School) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
造例階段(constructing cases)、數學臆測(mathematics conjecturing)、體制外補習班(cramming school) 造例階段(... | ||||
| 106 | 初任教師建... 初任教師建立數學臆測規範之行動研究：以高年級為例 (An Action Research of A Beginning Teacher Establishing Mathematical Conjecturing Norms － High Grade as a case) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
臆測教學(mathematics conjecturing)、規範(norms)、社會規範(social norms) 臆測教學(... | ||||
| 106 | 在數學臆測... 在數學臆測教學下不同教師引發學生數學論證的介入之比較 (A Comparative of Two Teachers’ Intervention for Student’s Mathematical Argumentation under Conjecturing Teaching) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
數學臆測(Mathematical Conjecturing)、數學論證(Mathematical Argumentation)、教師介入(Teacher Intervention) 數學臆測(... | ||||
| 106 | 一位國小三... 一位國小三年級教師發展數學課室推理規範 之行動研究 (An Action Research of a Third-Grade Teacher Developing Mathematical Reasoning Norms in Elementary Mathematical Classroom) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
數學推理規範(mathematical reasoning norms)、數學課室討論文化(mathemathical classroom discourse)、三年級(the third grade) 數學推理規... | ||||
| 106 | 教師提問技... 教師提問技巧應用於國小三至六年級數學科 (TEACHERS’ QUESTIONING TECHNIQUES IN MATHEMATICS AT THE GRADES 3 TO 6 LEVELS) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
提問技巧(questioning techniques)、教師提問(teachers' questioning) 提問技巧(... | ||||
| 106 | 國小數學教... 國小數學教科書提供學生論證機會之比較分析 (A Comparative Analysis of Elementary Mathematics Textbooks Providing Students' Argumentation Opportunities) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
國小數學教科書(elementary mathematics textbook)、推理證明(reasoning-proof)、推理論證(argumentation) 國小數學教... | ||||
| 106 | 一位體制外... 一位體制外教師三年級數學臆測任務設計及實踐之行動研究 (The Action Research of a Third-Grade System outside Teacher Designing Conjecturing Task and Practice to Mathematics Teaching) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
體制外教育(learning institution)、數學臆測(mathematical conjecturing)、數學臆測任務設計(mathematical conjecturing design)、數學臆測任務實踐(mathematical conjecturing implementi) 體制外教育... | ||||
| 105 | 在數學臆測... 在數學臆測教學下一組國小六年級學生論證結構發展之研究 (The Study of Developing Argumentation Structure in A Group of Sixth Grade Classroom of Conjecturing Teaching) | NTHU NDLTD | 碩 | 無口試日期 |
數學臆測(Mathematical Conjecturing)、數學論證(Mathematical Argumentation)、小組討論(Group Discussion) 數學臆測(... | ||||
| 105 | 數學遊戲融... 數學遊戲融入國小數學科最大公因數與最小公倍數單元教學成效之研究 (A Study of the Effectiveness of implementing Mathematical games into the Highest common factor and Least common multiple teaching achievements of Elementary school Mathematics) | NTHU NDLTD | 碩 | 無口試日期 |
數學遊戲融入教學(the integration of mathematical games into teaching)、數學學習成就(mathematical learning achievement)、數學學習態度(mathematical learning attitudes) 數學遊戲融... | ||||
| 104 | 數學教學案... 數學教學案例討論促進國小五年級教師在數學教學中的連結之轉變 (Using Case Discussion Promoting the Connection in Mathematical Teaching for A Fifth Grade Elementary School Teacher) | NTHU NDLTD | 碩 | 無口試日期 |
案例討論(case discussion)、數學教學(mathematical teaching)、連結(connection) 案例討論(... | ||||
| 104 | 數學臆測教... 數學臆測教學課室中國小五年級學生數學推理類型之研究 (The Study of Fifth Grader’ Mathematical Reasoning Patterns in Context of Conjecturing Instruction) | NTHU NDLTD | 碩 | 無口試日期 |
數學臆測(mathematical conjecturing)、數學推理(mathematical reasoning) 數學臆測(... | ||||
| 104 | 一位國小五... 一位國小五年級教師將數學臆測融入教學實踐之行動研究 (The Action Research Designed by A Teacher Using Mathematical Conjecturing Merged into the Teaching of A Fifth-Grader Class) | NTHU NDLTD | 碩 | 無口試日期 |
數學臆測任務設計(design of mathematical conjecturing tasks)、數學臆測教學(mathematical conjecturing teaching)、數學論證模式(the model of mathematical argumentation)、論證元素(argumentative elements) 數學臆測任... | ||||
| 104 | 一位國小三... 一位國小三年級教師設計臆測任務融入數學教學之行動研究 (The Action Research of a Third-Grade Teacher Designing Conjecturing Task to Mathematics Teaching) | NTHU NDLTD | 碩 | 無口試日期 |
數學臆測(conjecturing)、數學臆測任務(mathematics conjecturing task)、數學臆測教學(mathematics conjecturing teaching) 數學臆測(... | ||||
| 104 | 在非正規課... 在非正規課堂中發展四年級低成就學生數學推理規範之行動研究 (not found) | NTHU NDLTD | 碩 | 無口試日期 |
課室討論(class discussion)、低成就(low-achieving students)、數學推理規範(math reasoning norms) 課室討論(... | ||||
| 103 | 透過數學教... 透過數學教學案例討論探究一位三年級資深教師教學例子選用之轉變 (Exploring the Change of a Third-Grade Senior Teacher’s Chioce and Use of Examples Knowledge through Case Discussion of Mathethematics Teaching) | NTHU NDLTD | 碩 | 無口試日期 |
案例討論(case discussion)、教學例子選用知識(Chioce and Use of Examples knowledge)、資深教師(senior teacher) 案例討論(... | ||||
| 103 | 國小三年級... 國小三年級學生論證之比較研究 (Comparing the Argumentation of Third Grades Classrooms) | NTHU NDLTD | 碩 | 無口試日期 |
數學論證(mathematical argumentation)、數學臆測(mathematical conjecturing) 數學論證(... | ||||
| 103 | 臆測融入九... 臆測融入九年級數學教學活動之行動研究 -以二次函數為例 (The Action Research Studying of Integrating Conjecture into Mathematics teaching to ninth grade-Take “Quadratic Function” as the Example) | NTHU NDLTD | 碩 | 無口試日期 |
數學臆測(mathematical conjecturing)、數學臆測任務(task design for mathematical conjecturing)、數學臆測思維歷程(mathematical conjecture thinking)、數學論證(mathematical argumentation)、二次函數(quadratic function) 數學臆測(... | ||||
| 103 | 一位實習輔... 一位實習輔導教師在合科輔導模式下輔導數學教學知能之行動研究 (An Action Research of A Mentor for Mathematics Teaching In The Integrated Mentoring Model) | NTHU NDLTD | 碩 | 無口試日期 |
合科輔導模式(in the integrated mentoring mode)、數學教學知能(cognitive competency of mathematics mentoring)、實習輔導教師(mentor)、實習生(student teacher) 合科輔導模... | ||||
| 103 | 數學臆測教... 數學臆測教學課室中國小三年級學生論證結構發展之研究 (not found) | NTHU NDLTD | 碩 | 無口試日期 |
數學論證(mathematical argumentation)、數學臆測(mathematical conjecturing) 數學論證(... | ||||
| 103 | 數學教學案... 數學教學案例討論對教師使用教科書影響之個案研究 (A Case Study of Teacher's Use of Textbook Through Mathematical Case Discussion：Area as an Example) | NTHU NDLTD | 碩 | 無口試日期 |
數學教學案例討論(mathematical case discussion)、教科書(textbook)、面積(area) 數學教學案... | ||||
| 103 | 數學臆測教... 數學臆測教學課室中國小四年級學生論證結構之比較 (The Study of the Fourth Graders’ Mathematical Argumentation in the Context of Conjecturing Instruction) | NTHU NDLTD | 碩 | 無口試日期 |
數學論證(mathematical argumentation)、數學臆測(mathematical conjecturing) 數學論證(... | ||||
| 102 | 一位高年級... 一位高年級教師設計數學臆測判斷真偽命題任務培養學生的反駁論證能力之行動研究 (The action research of an upper grades primary school teacher designing tasks to judge the truth and false of statements through mathematical conjecturing to develop students ability to refute arguments) | NTHU NDLTD | 碩 | 無口試日期 |
數學臆測(mathematical conjecturing)、猜想(conjecture)、反駁(refute)、偽命題(false statement)、數學專業成長團體(mathematics professional development team) 數學臆測(... | ||||
| 102 | 探究國小個... 探究國小個案學童數學臆測思維歷程-以「因數倍數」問題為例 (Studying the mathematics conjecturing thinking process of elementary school students using “Factor&Multiple ” problems for example) | NTHU NDLTD | 碩 | 無口試日期 |
數學臆測(mathematics conjecturing)、思維歷程(thinking process)、因數與倍數(Factor&Multiple) 數學臆測(... | ||||
| 102 | 探討2D、... 探討2D、3D七巧板數學遊戲對國小四年級學童空間能力學習的影響 (not found) | NTHU NDLTD | 碩 | 無口試日期 |
空間能力(Spatial ability)、七巧板(Tangram)、數學遊戲(Math game) 空間能力(... | ||||
| 102 | 數學教學案... 數學教學案例討論對國小教師實作數學教學信念之影響 (not found) | NTHU NDLTD | 碩 | 無口試日期 |
數學案例討論(Discussion on Mathematics teaching cases)、數學教學信念(Beliefs in Mathematics teaching)、數學學習信念(Beliefs in mathematic learning) 數學案例討... | ||||
| 102 | 數學教學案... 數學教學案例討論對教師數學教學的基礎知識影響之研究 (not found) | NTHU NDLTD | 碩 | 無口試日期 |
案例討論(Case Discussion)、基礎知識(Foundation Knowledge) 案例討論(... | ||||
| 102 | 透過數學教... 透過數學教學案例討論支持國小在職教師的教學表徵知識：以分數為例 (The Study of Supporting the Elementary Teacher’s Representation Knowledge of Teaching by the Discussions of Mathematical Teaching Cases, for Instance Fraction) | NTHU NDLTD | 碩 | 無口試日期 |
案例討論(Case Discussion)、教學表徵知識(Representation Knowledge of Teaching)、在職教師(undefined) 案例討論(... |