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L.(2012)。Effects of reading-oriented tasks on students' reading 5 comprehension of geometry proof。Mathematics Education Research Journal，24(2)，215-238。 | | 49. | Zambo, R.(2005)。The power of two: Linking math and literature。Mathematics Teaching in the Middle School，10，394-400。 | | 50. | Shanahan, T.、Shanahan, C.(2008)。Teaching disciplinary literacy to adolescents: Rethinking content-area literacy。Harvard Educational Review，78(1)，40-59。 | | 51. | Deci, Edward L.、Ryan, Richard M.(2000)。The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior。Psychological Inquiry，11(4)，227-268。 | | 52. | Fletcher, J. M.(2005)。Predicting math outcomes: Reading predictors and comorbidity。Journal of Learning Disabilities，38，308-312。 | 會議論文| 1. | Yang, K. L.、Lin, F. L.(2009)。Designing innovative worksheets for improving reading comprehension of geometry proof。The 33rd Conference of the International Group for the Psychology of Mathematics Education。Thessaloniki：PME。377-384。 | 圖書| 1. | Bruning, R. H.、Schraw, G. J.、Norby, M. M.、Ronning, R. R.(2010)。Cognitive psychology and instruction。Upper Saddle River, NJ：Pearson Education。 | | 2. | Organisation for Economic Co-operation and Development(2010)。PISA 2009 Results: Learning to learn-Student engagement, strategies and practices。Paris：OECD。 | | 3. | Organisation for Economic Co-operation and Development(2012)。PISA 2009 technical report。Paris：OECD。 | | 4. | Berk, L. E.、Winsler, A.(1995)。Scaffolding children's learning: Vygotsky and early childhood education。Washington, DC：National Association for the Education of Young Children。 | | 5. | National Council of Teachers of Mathematics(2000)。Principles and Standards for School Mathematics。National Council of Teachers of Mathematics。 | | 6. | Pólya, George(1945)。How to solve it。Princeton, New Jersey：Princeton University Press。 | | 7. | Pressley, Michael(2006)。Reading instruction that works: The case for balanced teaching。New York：Guilford Press。 | | 8. | Columba, L.、Kim, C. Y.、Moe, A. J.(2005)。The power of picture books in teaching math and science: Grades PreK-8。Scottsdale, AZ：Holcomb Hathaway。 | | 9. | Fountas, I. C.、Pinnell, G. S.(2001)。Guiding readers and writers grades 3-6: Teaching comprehension, genre, and content literacy。Portsmouth, NH：Heinemann。 | | 10. | van de Walle, J.、Karp, K. S.、Bay-Williams, J. M.(2013)。Elementary and middle school mathematics: Teaching developmentally。Upper Saddle River, NJ：Pearson。 | | 11. | Whitin, D. J.、Wilde, S.(1992)。Read any good math lately? Children's books for mathematical learning, K-6。Portsmouth, NH：Heinemann。 | | 12. | Whitin, D. J.、Wilde, S.(1995)。It's the story that counts: More children's books for mathematical learning, K-6。Portsmouth, NH：Heinemann。 | | 13. | Willms, J. D.(1997)。Parental choice and education policy。Edinburgh：Centre for Educational Sociology, University of Edinburgh。 | | 14. | Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner, Vera、Scribner, Sylvia、Souberman, Ellen、Luria, A. R.、Lopez-Morillas, M.、Wertsch, James V.(1978)。Mind in society: The development of higher psychological processes。Cambridge, MA：Harvard University Press。 | | 15. | Borasi, R.、Siegel, M.(2000)。Reading Counts: Expanding the Role of Reading in Mathematics Classrooms。New York, NY：Teachers College Press。 | 其他| 1. | Roberson, S.，Summerlin, J.(2005)。Mathematics and English language learners in high school: A review of the literature，http://www.tsusmell.org/downloads/Products/Resource%20Library/MELL_LitReview_HS.pdf。 | 圖書論文| 1. | 林素微、蕭嘉偉(2011)。學生數學表現分析。臺灣PISA 2009結果報告。臺北市：心理。 延伸查詢 | | 2. | Hacker, D. J.(2004)。Self-regulated Comprehension during Normal Reading。Theoretical Models and Processes of Reading。Newark, NJ：International Reading Association。 | | 3. | 鄒慧英、黃秀霜、張貴琳、江培銘(2011)。閱讀素養與學生的投入、習慣、策略關係的探討。臺灣PISA 2009結果報告。臺北市：心理。 延伸查詢 | | 4. | Schoenfeld, A. H.(1987)。What's all the fuss about metacognition?。Cognitive science and mathematics education。Lawrence Erlbaum Associates, Inc.。 | | 5. | Mayer, R. E.(1985)。Implications of Cognitive Psychology for Instruction in Mathematical Problem Solving。Teaching and learning mathematical problem solving: Multiple research perspectives。Hillsdale, NJ：Lawrence Erlbaum Associates。 | | 6. | 林素微、李源順、吳裕益、王長勝(2015)。學生數學素養表現分析。臺灣PISA 2012結果報告。新北市：心理出版社。 延伸查詢 | | 7. | 林素微、林娟如、吳正新、江培銘(2011)。學生PISA素養與基測表現的對照分析。臺灣PISA 2009結果報告。臺北：心理。 延伸查詢 | | 8. | 洪碧霞、吳正新、劉研希(2011)。臺灣PISA 2009執行說明。臺灣PISA 2009結果報告。臺北：心理。 延伸查詢 | | 9. | 郭靜姿(2002)。談數學學習障礙學生的教學。解脫「數」縛：數學學障學生教材設計。臺北：國立臺灣師範大學特殊教育中心。 延伸查詢 | | 10. | 詹士宜(2003)。以認知負荷取向分析數學學習困難學生在多媒體數學解題歷程之教學。中華民國特殊教育學會年刊。臺北：中華民國特殊教育學會。 延伸查詢 | | 11. | Boekaerts, M.(2009)。Goal-directed behavior in the classroom。Handbook of motivation at school。Mahwah, NJ：Lawrence Erlbaum Associates。 | | 12. | Ostler, E.(1997)。The effect of learning mathematic reading strategies in secondary students' homework grades。Critical reading in the content areas。Dubuque, IA：McGraw-Hill/Dushkin。 | | 13. | Zimmerman, B. J.、Cleary, T. J.(2009)。Motives to self-regulate learning: A social cognitive account。Handbook of motivation in school。New York, NY：Taylor & Francis。 | |