2Ball, D. L, & Bass, H. Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics/-A3 In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics [C]. Westport, CT:Ablex, 2000: 83-104.
3Shulman, L. Knowledge and teaching: Foundations of the new reform[J]. Harvard Educational Review, 1987,v57: 1- 22.
4Ball, D. L. Prospective elementary and secondary teachers' understandings of division[J]. Journal for Research in Mathematics Education, 1990,v21: 132-144.
5Berliner, D. C.. Teacher expertise[A]. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd Ed. )[C]. Oxford: New York : Pergamon,1995 : 612-616.
6Chi, M. T. H, Glaser, R, & Farr, M. The nature of expertise[M]. Hillsdale, NJ: Erlbaum,1988.
7An, S, Kulm. G, & Wu, Z The pedagogical content knowledge of middle school Mathematics teachers in China and America [J]. Journal of Mathematics Teacher Education, 2004, v7: 145-172.
8Wong, N. Y, Lam, C. C, Wong, K. M. P, Leung, F. K. S. &Mok, I. A. C. Students'views of mathematicsLearning : A cross- sectional survey in Hong Kong[J ]. Education Journal, 2001, (2) : 37-59.
9李沛良．社会研究的统计分析[M]．台北：巨流图书公司，1988．
10Eisenhart, M, Borko, H, Underhill, R, Brown, C, Jone, D, & Agard, P. Conceptual knowledge falls through the cracks: Complexities of learning to teach mathematics for understanding[J]. Journal for Research Mathematics Education, 1993,(1) : 8-40.
