一、中文部分
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行政院教育改革審議委員彙編(1996)。教育理念與地方教育實務研討會會議記錄。行政院教育改革審議委員會。
呂玉琴(1991a)。分數概念文獻探討。台北師院學報,第四期,573-605。
呂玉琴(1991b)。國小學生的分數概念:1/2 vs. 1/4。國民教育,31(11,12),10-15。呂玉琴(1991c)。影響分數二分之一概念的因素:個案分析。國民教育,31(11,12),16-21。呂玉琴(1996)。國小教師的分數知識。臺北師院學報,第九期,427-460。呂玉琴(1998)。國小教師分數教學之相關知識研究。台北師院學報,第十一期,393-438。
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林福來、黃敏晃(1993)。分數啟蒙課程的分析、批判與辨證。科學教育學刊,1(1)1-27。林福來、黃敏晃、呂玉琴(1996)。分數啟蒙的學習與教學之發展性研究。科學教育學刊,4(2),161-196。林彥宏(2002)。國小五年級學童分數概念的診斷與補救教學。台南:台南師範學院教師在職進修數學碩士學位班碩士論文。林宜蒨 (2002)。國小五年級學童過程導向數字常識教學之研究。國立嘉義大學國民教育研究所碩士論文。(未出版)。
吳芝儀、李奉儒(1995)譯(M. Q. Patton原著)。質的研究與評鑑。台北:桂冠。
南一書局國小數學教科用書編撰委員會(1998)。國民小學數學科教科書及指引。台北:南一書局。
洪素敏、楊德清(2002)。創意教學〜分數的補救教學,科學育研究與發展季刊,
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台北:遠流。
張新仁(1995)。教學原理與策略。載於王家通主編之教育導論。台北:五南出版社。
張新仁(2000)。補救教學面面觀。載於九年一貫課程改革下補救教學方案研討會論文彙編。國立高雄師範大學。
郭生玉(1995)。台北市國民中小學實施補救教學相關問題之研究。台北市政建設專機研究報告,第255號。
郭伯臣、施淑娟(1995)。從試題特徵曲線到概念影響曲線。測驗統計年刊,3,125-149。陳惠邦(1998)。教育行動研究。台北:師大書院。
陳晚蓁、楊德清(2002)。國一新生數學迷失概念分析。九年一貫數學領域課
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國立編譯館國民小學數學科教科用書編審委員會(1998∼2001)。國民小學數學科教科書及指引。台北:國立編譯館。
國立台北師院數學教育系(2002)。國民中小學九年一貫課程補充說明草稿。台北:台北師院。
教育部(1993)。國民小學課程標準。台北:教育部。
教育部(2000)。國民中小學九年一貫課程暫行綱要數學學習領域。台北:教育部。
教育部(2003)。樂在數學─國民中小學數學教學參考手冊。台北:教育部。
黃瑞琴(1999)。質的教育研究方法。台北:心理。
黃政傑(1999)。課程改革。台北:漢文。
黃芳玉、楊德清(2002)。國小六年級學生數學表徵能力與計算能力之相關研究。九十一學年度師範院校教育學術論文發表會論文集,1221-1251。
黃芳玉(2002)。一堂熱鬧的數學課---談專家教師的數學教學。科學教育研究與發展,29,頁53-68。
黃芳玉(2003)。國小六年級學生數學表徵能力與計算能力之研究。國立嘉義大學數學教育研究所碩士論文。(未出版)。
甯自強(1993)。分數的啟蒙、量的子分割活動的引入,教師之友,34(3),45-51。
歐用生(1994)。提昇教師行動研究的能力。原載於:研習資訊,11卷,2期。楊壬孝(1987)。國中小學生分數概念的發展。國科會專題研究計畫成果報告(編號:NSC-76-0111-S-003-10)。執行單位:國立台灣師範大學數學系。
楊壬孝(1988)。國中小學生分數概念的發展。國科會專題研究計畫成果報告(編號:NSC-77-0111-S-003-09A)。執行單位:國立台灣師範大學數學系。
楊壬孝(1989)。國中小學生分數概念的發展。國科會專題研究計畫成果報告(編號:NSC-78-0111-S-003-06A)。執行單位:國立台灣師範大學數學系。
楊德清(2000a)。數學教具與教學,科學教育研究與發展季刊,20,47-52。楊德清(2000b)。國小六年級學生回答數字常識問題所使用之方法,科學教育
學刊,8(4),379-394。
楊德清(2002):從教學活動中幫助國小六年級學生發展數字常識能力之研
究,科學教育學刊,10(3),233-260。(NSC 89-2511-S-415-001)
楊德清、洪素敏(2003)。比較分數大小~從具體、半具體至抽象符號表徵之
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楊瑞智(2000)。探究師院生之分數基本概念及分數概念的課室教學。台北市立師範學院學報,第31期,357-382。
蔡清田(2001)。教育行動研究。台北:五南圖書出版公司。
劉天民(1993)。高雄地區國一學生整數與分數四則運算錯誤類型之分析研究。國立高雄師範大學數學教育研究所碩士論文。(未出版)。劉秋木(1996)。國小數學科教學研究。台北:五南。
蔣治邦(1994)。由表徵觀點探討實驗教材數與計算活動的設計。國立嘉義師
院八十二學年度數學教育研討會論文暨會議實錄彙編。
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羅素貞(1996)。問題表徵與問題解決。屏東師院學報,9,149-167。二、英文部分
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