Hui-Yu Hsu

Hui-Yu Hsu
National Tsing Hua University | NTHU · Graduate Institute of Mathematics and Science Education

Doctor of Philosophy

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12
Publications
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204
Citations

Publications

Publications (12)
Article
In this paper we report the results of a study in which we investigated how formal education and shadow education in Taiwan provide students opportunities to learn mathematics. Based on the conceptual framework of Opportunity to Learn (OTL), aspects specific to formal education, including mathematics curriculum, mathematics textbooks, and teachers’...
Chapter
We used mathematics-pedagogy tasks (MPTs) to design content and methods (pedagogy) courses to facilitate the professional growth of pre-service elementary teachers, especially those who did not study in mathematics-related areas. MPTs, together with the use of relevant theories, enable pre-service elementary teachers to coordinate the learning of m...
Article
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This study explored the perspectives of mathematics teacher educator-researchers (MTE-Rs) on the use of theory in facilitating teacher growth. We adopted the framework of the theory-centered scholarship triangle (Silver & Herbst, 2007) to probe the underlying meanings of perspectives on theory use expressed by MTE-Rs. Qualitative analysis revealed...
Chapter
The chapter begins with the present challenges that mathematics educators in Taiwan are facing. It outlines the hierarchical structure of in-service teacher development and highlights how the top-down approach often adopted may not address the needs of classroom teachers. The authors of the chapter next describe an innovative school-based program,...
Article
This paper aims to explore the educative power of an experienced mathematics teacher educator-researcher (MTE-R) who displayed his insights and strategies in teacher professional development (TPD) programs. To this end, we propose a framework by first conceptualizing educative power based on three constructs—communication, reasoning, and connection...
Article
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We examined geometric calculation with number tasks used within a unit of geometry instruction in a Taiwanese classroom, identifying the source of each task used in classroom instruction and analyzing the cognitive complexity of each task with respect to distinct features: diagram complexity and problem-solving complexity. We found that instruction...
Article
This paper presents three investigations related to algebra problems; (1) Taiwanese sixth graders' problem-solving performance on story problems, word-equation problems, and equation problems; (2) Taiwanese mathematics teachers" posing sequences towards these problems and their hidden teaching beliefs; and (3) the relationship between student's per...
Article
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In this paper, we report on a comparison of the treatment of addition and subtraction of fractions in primary mathematics textbooks used in Cyprus, Ireland, and Taiwan. To this end, we use a framework specifically developed to investigate the learning opportunities afforded by the textbooks, particularly with respect to the presentation of the cont...
Article
Full-text available
In Taiwan, students have considerable experience with tasks requiring geometric calculations with number (GCN) prior to their study of geometric proof (GP). This dissertation examined closely the opportunities provided to Taiwanese students??? experiences with GCN and their performance on GCN and GP. Three sequential studies were conducted, corresp...
Article
Full-text available
In this paper, we report on an analysis of the treatment of addition and subtraction of fractions in elementary mathematics textbooks used in Cyprus, Ireland, and Taiwan. For this purpose we developed and applied a framework to investigate the learning opportunities afforded by the textbooks. We found key similarities and differences among the text...

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