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A.(1993)。Pedagogical content knowing: An integrative model for teacher preparation。Journal of Teacher Education,44(4),263-272。 | 10. | 甯自強(19980900)。涂景翰的數概念。科學教育學刊,6(3),255-269。 延伸查詢 | 11. | Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review,57(1),1-23。 | 12. | Fennema, E.、Carpenter, T. P.、Peterson, P. L.、Carey, D. A.(1988)。Teacher's Pedagogical Content Knowledge of Students' Problem Solving in Elementary Arithmetic。Journal for Research in Mathematics Education,19(5),385-401。 | 13. | Carpenter, T. P.、Fennema, E.、Franke, M. L.(1996)。Cognitively Guided Instruction: A Knowledge Base for Reform Primary Mathematics Instruction。The Elementary School Journal,97(1),3-20。 | 14. | Carpenter, T. P.、Fennema, E.、Franke, M. L.、Levi, L.、Jacobs, V. R.、Empson, S. B.(1996)。A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction。Journal for Research in Mathematics Education,27(4),16-32。 | 15. | 蔡葉偉、朱方美、桂亞珍(1998)。幼兒數概念的教學。北縣國教輔導,5,46-50。 延伸查詢 | 16. | Ainsa, T.(1999)。Success of Using Technology and Manipulative to Introduce Numerical Problem Solving Skills in Monolingual/Bilingual Early Childhood Classrooms。The Journal of Computers in Mathematics and Science Teaching,18(4),361-369。 | 17. | Baroody, A. J.、Benson, A.(2001)。Early Number Instruction。Teaching Children Mathematics,8(3),154-158。 | 18. | Brannon, E. M.、Van De Walle, G. A.(2001)。The Development of Ordinal Numberical Competence in Young Children。Cognitive Psychology,43(1),53-81。 | 19. | Geist, E.(2001)。Children are Born Mathematicians: Promoting the Construction of Early Mathematical Concepts in Children under Five。Young Children,56(4),12-19。 | 20. | Gervasoni, A.(1999)。Using Visual Images to Support Young Children's Number Learning。Australian Primary Mathematics Classroom,4(2),23-27。 | 21. | Koechlin, E.、Dehaene, S.、Mehler, J.(1997)。Numerical Transformations in Five-month-old Human Infants。Mathematical Cognition,3(2),89-104。 | 22. | Meriwether, L.(1997)。Math at the Snack Table。Young Children,52(5),69-73。 | 23. | Mix, K. S.(2001)。Similarity and Numerical Equivalence Appearances Count。Cognitive Development,14,269-297。 | 24. | Tan, L. S. C.、Bryant, P.(2000)。The Cues That Infants Use to Distinguish Discontinuous Quantities: Evidence Using a shift-rate Recovery Paradigm。Children Development,71(5),1162-1178。 | 25. | Wynn, K.(1995)。Origins of Numerical Knowledge。Mathematical Cognition,1(1),35-60。 | 會議論文1. | 陳俞君、陳英娥、陳品華、楊筱明、曹純瓊(2003)。幼兒數能力之探索研究。中華民國第十九屆全國科學教育學術研究研討會,(會議日期: 2003年12月19-20日)。國立台灣師範大學。 延伸查詢 | 2. | 陳品華、陳俞君、吳柳嬌(2003)。學前機構概念學習環境現況之調查研究-以高屏地區為例。0。 延伸查詢 | 研究報告1. | 歐用生(1999)。幼兒數學概念學習教材之發展與研究:總計劃 (計畫編號:NSC93-2521-S-131-001)。臺北:行政院國家科學委員會。 延伸查詢 | 2. | 翁麗芳(1999)。幼兒遊戲性數學概念學習教材之試用與評鑑。0。 延伸查詢 | 學位論文1. | Curtis, R. P.(2001)。The Development of Counting Skills and Concepts in Preschoolers: Three Predictions Based on a Preverbal Counting Mechanism and Mapping Hypothesis,0。 | 圖書1. | Copley, J. V.(2000)。The young child and mathematics。National Association for the Education of Young Children。 | 2. | Papalia, Diane E.、Olds, Sally Wendkos、黃慧真(1994)。兒童發展。臺北市:桂冠圖書股份有限公司。 延伸查詢 | 3. | Gelman, R.、Gallistel, C. R.(1978)。The child's understanding of number。Harvard University Press。 | 4. | National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia:National Council of Teachers of Mathematics。 | 5. | Baroody, A. J.(1987)。Children's Mathematical Thinking: A Development Framework for Preschool, Primary, and Special Education Teachers。Children's Mathematical Thinking: A Development Framework for Preschool, Primary, and Special Education Teachers。New York。 | 6. | Carpenter, T. P.、Fennema, E.(1988)。Research and Cognitively Guided Instruction。Research and Cognitively Guided Instruction。Madison, WI。 | 7. | Clements, D. H.(2004)。Major Themes and Recommendations。Engaging Young Children in Mathematics: Standard for Early Childhood Mathematics Education。Mahwah, NJ。 | 8. | (2002)。Early Childhood Mathematics: Promoting Good Beginning. A Joint Position Statement of the National Association for the Education of Young Children (NAEYC) and the National Council for Teachers of Mathematics (NCTM)。Early Childhood Mathematics: Promoting Good Beginning. A Joint Position Statement of the National Association for the Education of Young Children (NAEYC) and the National Council for Teachers of Mathematics (NCTM)。Washington, DC。 | 9. | Ginsburg, H. P.(1989)。Children's Arithemetic: How They Learn It and How You Teach It。Children's Arithemetic: How They Learn It and How You Teach It。Austin, TX。 | 10. | Hong, H.(1999)。Using Storybooks to Help Young Children Make Sense of Mathematics。Mathematics in the Early Years。Washington, DC。 | 11. | Kim, S.(1999)。Teaching Mathematics through Musical Activities。Mathematics in the Early Years。Washington, DC。 | 12. | Murray, G. B.(1978)。Teaching Strategies and Conservation Training。Cognitive Psychology and Instruction。New York。 | 13. | Piaget, J.(1965)。The Child's Concept of Number。New York:W. W. Norton。 | 其他1. | Ediger, M.(1998)。Teaching Suggestions in Mathematics,0。 | 2. | Guha, S.(2000)。Eyes to See and Ears to Hear: Teaching Math in the Childhood Years,0。 | 圖書論文1. | Sarama, J.、DiBiase, A.-M.、Clements, D. H.、Spitler, E.(2004)。The professional development challenge in preschool mathematics。Engaging young children in mathematics: Standards for early childhood mathematics education。Mahwah, NJ:Lawrence Erlbaum。 | 2. | Wilson, S. M.、Shulman, L. S.、Richert, A. E.(1987)。"150 different ways" of knowing: Representation of knowledge in teaching。Exploring teachers' thinking。London:Sussex:Cassell:Holt, Rinehart, and Winston。 | 3. | Fennema, E.、Franke, M. L.(1992)。Teachers' knowledge and its impact。Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics。New York:Macmillan Press。 | 4. | Baroody, Arthur J.、Wilkins, Jesse L. M.(1999)。The development of informal counting, number, and arithmetic skills and concepts。Mathematics in the early years。National Association for the Education of Young Children (NAEYC)。 | |