1Chi, M. T.H., Glaser, R. , & Farr, M. Thenature of expertise[M]. Hillsdale, NJ: Erlbaum, 1988.
2Boshuizen,H. P. A. , Schmidt, H. G. , & Custers, E. J. F. M. Knowledge development and restructuring in the domain of medicine: the role of theory and practice[J]. Learning and Instruction, 1995(5): 269-289.
3Grossman, P. L. , Wilson, S. M. ,& Shulman, L. S. Teachers of substance: subject matter knowledge for teaching[A].In M. C. Reynolds (Ed.), Knowledge bases for the beginning teacher[C]. Oxford, England: Pergamon Press, 1989: ix-xii.
4Berliner, D.C. Teacher expertise[A], In L. W. Anderson (Ed,), International encyclopedia of teaching and teacher education (2^nd Ed. )[C].Oxford; New York; Pergamon, 1995: 612--616.
5Ball, D, L, The mathematical understandings that prospective teachers bring to teacher education[J]. Elementary School Journal, 1990(90):449--466.
6吕玉琴.国小教师分数教学之相关知识研究[J].台北师院学报,1995,(11):393-438.
7Ball, D. L. ,& Bass, H. Interweaving content and pedagogy in teaching and learning to teach. Knowing and using mathematics[A]. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics[C]. Westport, CT:Ablex, 2000: 133--104.
8Fennema, E. ,& Franke, M. Teachers' Knowledge and Its Impact[A]. In D. A. Grouws (Ed.), Handbook of research on mathematics te,2ching and learning[C]. New York: Macmillan, 1992:147-164.
9Wong, N.Y. Conceptions of doing and learning mathematics among Chinese. Journal of Intercultural Studies, 2002(2):P211-229.
10Ma, L. Knowing and teaching elementary mathematics:teacher' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates, 1999.