| 期刊論文| 1. | 呂玉琴(19980600)。國小教師分數教學之相關知識研究。臺北師院學報，11，393+395-438。 延伸查詢 | | 2. | Ball, D. L.、Thames, M. H.、Phelps, G.(2008)。Content knowledge for teaching: What makes it special?。Journal of Teacher Education，59(5)，389-407。  | | 3. | Hill, H. C.、Rowan, B.、Ball, D. L.(2005)。Effects of teachers' mathematical knowledge for teaching on student achievement。American Educational Research Journal，42(2)，371-406。 | | 4. | Hill, H. C.、Schilling, S. G.、Ball, D. L.(2004)。Developing measures of teachers' mathematics knowledge for teaching。The Elementary School Journal，105(1)，11-30。 | | 5. | Baumert, Jürgen、Kunter, Mareike、Blum, Werner、Brunner, Martin、Voss, Thamar、Jordan, Alexander、Klusmann, Uta、Krauss, Stefan、Neubrand, Michael、Tsai, Yi-Miau(2010)。Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress。American Educational Research Journal，47(1)，133-180。 | | 6. | Fennema, E.、Franke, M. L.、Caipenter, T. P.、Carey, D. A.(1993)。Using children's mathematical knowledge in instruction。American Educational Research Journal，30(3)，555-583。 | | 7. | Zazkis, R.、Mamolo, A.(2011)。Reconceptualizing knowledge at the mathematical horizon。For the Learning of Mathematics，31(2)，8-13。 | | 8. | Jacobs, V. R.、Lamb, L. L. C.、Philipp, R. A.(2010)。Professional noticing of children's mathematical thinking。Journal for Research in Mathematics Education，41(2)，169-202。 | | 9. | 許德田、張英傑(20040300)。二位國小實習教師數學教學專業發展之研究。國立臺北師範學院學報. 數理科技教育類，17(1)，25-55。 延伸查詢 | | 10. | Ball, D. L.(1993)。With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics。The Elementary School Journal，93(4)，373-397。 | | 11. | Fennema, E.、Carpenter, T. P.、Franke, M. L.、Levi, L.、Jacobs, V. R.、Empson, S. B.(1996)。A longitudinal study of learning to use children's thinking in mathematics instruction。Journal for Research in Mathematics Education，27(4)，403-434。 | | 12. | Stein, M. K.、Engle, R. A.、Smith, M. S.、Hughes, E. K.(2008)。Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell。Mathematical Thinking and Learning，10(4)，313-340。 | | 13. | 王石番(19890400)。淺論內容分析研究的代表性模式和工具性模式。東方雜誌，22(10)，32-40。 延伸查詢 | | 14. | 姚如芬(20060600)。成長團體之「成長」--小學教師數學教學專業之探究。科學教育學刊，14(3)，309-331。 延伸查詢 | | 15. | 林碧珍、蔡文煥(20071200)。數學領域實習輔導教師專業標準指標的發展與建立之初探。新竹教育大學教育學報，24(2)，61-91。 延伸查詢 | | 16. | 鍾靜、張淑怡、陳幸玫、陸昱任、戴坤邦(20120600)。國小數學教師專業標準之建構。科學教育學刊，20(3)，217-239。 延伸查詢 | | 17. | Reynolds, A.(1992)。What is competent beginning teaching? A review of the literature。Review of Educational Research，62(1)，1-35。 | | 18. | 陳彥廷(20150900)。國小教師數學教學知識之個案研究。科學教育學刊，23(3)，213-239。 延伸查詢 | | 19. | Hufferd-Ackles, K.、Fuson, K. C.、Sherin, M. G.(2004)。Describing levels and components of a math-talk learning community。Journal for Research in Mathematics Education，35(2)，81-116。 | | 20. | Learning Mathematics for Teaching (LMT) Project、Hill, H. C.、Ball, D. L.、Bass, H.、Blunk, M.、Brach, K.、Charalambos, Y. C.、Cole, Y.、Dean, C.、Delaney, S.、Eskelson, S.、Goffney, I. M.、Lewis, J. M.、Phelps, G.、Sleep, L.、Thames, M.、Zopf, D.(2011)。Measuring the mathematical quality of instruction。Journal of Mathematics Teacher Education，14(1)，25-47。 | | 21. | Rowland, T.、Huckstep, P.、Thwaites, A.(2005)。Elementary teachers' mathematics subject knowledge: The knowledge quartet and the case of Naomi。Journal of Mathematics Teacher Education，8，255-281。 | | 22. | 張裕程(20160700)。臺灣師資培育政策20年之回顧與展望（1996-2016）。學校行政，104，39-57。 延伸查詢 | | 23. | 張新仁、方德隆、丘愛鈴、李芊慧(20070600)。師資培育機構評鑑：美國師資培育認可委員會的評鑑制度及其啟示。高雄師大學報. 教育與社會科學類，22，1-20。 延伸查詢 | | 24. | Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。 | | 25. | 鍾靜、趙曉美(20141200)。國小數學教學實習輔導內涵之探討。師資培育與教師專業發展期刊，7(2)，21-48。 延伸查詢 | | 26. | 劉唯玉(20170600)。案例撰寫與討論引導架構促進實習教師反省思考層次之研究。教育實踐與研究，30(1)，71-104。 延伸查詢 | | 27. | 游美惠(20000800)。內容分析、文本分析與論述分析在社會研究的運用。調查研究：方法與應用，8，5-42。 延伸查詢 | | 28. | Beswick, K.、Goos, M.(2012)。Measuring pre-service primary teachers' knowledge for teaching mathematics。Mathematics Teacher Education and Development，14(2)，70-90。 | | 29. | Bingolbali, E.、Akkoç, H.、Ozmantar, M. F.、Demri, S.(2011)。Pre-Service and In-Service Teachers' Views of the Sources of Students' Mathematical Difficulties。International Electronic Journal of Mathematics Education，6(1)，40-59。 | | 30. | Borasi, R.(1994)。Capitalizing on errors as "springboards for Inquiry": A teaching experiment。Journal for Research in Mathematics Education，25(2)，166-208。 | | 31. | Delaney, S.(2012)。A validation study of the use of mathematical knowledge for teaching measures in Ireland。ZDM--The Mathematics Education，44(3)，427-441。 | | 32. | Conner, A.、Singletary, L. M.、Smith, R. C.、Wagner, P. A.、Francisco, R. T.(2014)。Identifying kinds of reasoning in collective argumentation。Mathematical Thinking and Learning，16(3)，181-200。 | | 33. | Cho, Y.、Tee, F.(2018)。Complementing mathematics teachers' horizon content knowledge with an elementary-on-advanced aspect。Pedagogical Research，3(1)。 | | 34. | Bradshaw, L.、Izsák, A.、Templin, J.、Jacobson, E.(2014)。Diagnosing Teachers' Understandings of Rational Numbers: Building a Multidimensional Test Within the Diagnostic Classification Framework。Educational Measurement: Issues and Practice，33(1)，2-14。 | | 35. | Franke, M. L.、Turrou, A. C.、Webb, N.、Ing, M.、Wong, J.、Shim, N.、Fernandez, C.(2015)。Student Engagement with Others' Mathematical Ideas: The Role of Teacher Invitation and Support Moves。Elementary School Journal，116(1)，126-148。 | | 36. | Hill, H. C.(2007)。Validating the MKT measures: Some responses to the commentaries。Interdisciplinary Research and Perspectives，5(2/3)，209-211。 | | 37. | Kwon, M.、Thames, M. H.、Pang, J.(2012)。To change or not to change: Adapting mathematical knowledge for teaching (MKT) measures for use in Korea。ZDM--The Mathematics Education，44(3)，371-385。 | | 38. | Kersting, N. B.、Givvin, K. B.、Thompson, B. J.、Santagata, R.、Stigler, J. W.(2012)。Measuring usable knowledge: Teachers' analyses of mathematics classroom videos predict teaching quality and student learning。American Educational Research Journal，49(3)，568-589。 | | 39. | Lin, P.-J.(2017)。Fostering novice teachers' knowledge of students' errors on fractions division by using researched-based cases。Journal of Mathematics Education，10(1)，76-91。 | | 40. | Lin, P.-J.、Acosta-Tello, E.(2017)。A practicum mentoring model for supporting prospective elementary teachers in learning to teach mathematics。ZDM--The Mathematics Education，49(2)，223-236。 | | 41. | Ng, D.(2012)。Using the MKT measures to reveal Indonesian teachers' mathematical knowledge: Challenges and potentials。ZDM--the Mathematics Education，44(3)，401-413。 | | 42. | Orrill, C. H.、Kim, O. K.、Peters, S. A.、Lischka, A. E.、Jong, C.、Sanchez, W. B.、Eli, J. A.(2015)。Challenges and Strategies for Assessing Specialised Knowledge for Teaching。Mathematics Teacher Education and Development，17，12-29。 | | 43. | Schleppenbach, M.、Flevares, L. M.、Sims, L. M.、Perry, M.(2007)。Teachers' Responses to Student Mistakes in Chinese and U.S. Mathematics Classrooms。The Elementary School Journal,，108(2)，131-147。 | | 44. | 李源順、林福來、呂玉琴、陳美芳(20081200)。小學教師數學教學發展標準之探究：學者的觀點。科學教育學刊，16(6)，627-650。 延伸查詢 | | 45. | Delaney, S.、Ball, D. L.、Hill, H. C.、Schilling, S. G.、Zopf, D.(2008)。"Mathematical knowledge for teaching": Adapting U.S. measures for use in Ireland。Journal of Mathematics Teacher Education，11(3)，171-197。 | | 46. | Franke, M. L.、Webb, N. M.、Chan, A. G.、Ing, M.、Freund, D.、Battey, D.(2009)。Teacher questioning to elicit students' mathematical thinking in elementary school classrooms。Journal of Teacher Education，60(4)，380-392。 | 圖書| 1. | 陳益興、郭淑芳、陳盛賢、楊思偉、連啟瑞、黃坤龍(2009)。臺灣教育政策回顧與展望：師資培育政策回顧與展望。臺北縣：國家教育研究院籌備處。 延伸查詢 | | 2. | 林碧珍(20010000)。發展國小教師之學生數學認知知識：理論結合實務研究取向的教師專業發展。臺北市：師大書苑。 延伸查詢 | | 3. | Tatto, M. T.、Schwille, J.、Senk, S. L.、Ingvarson, L.、Peck, R.、Rowley, G.(2008)。Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework。East Lansing, MI：Teacher Education and Development International Study Center, College of Education, Michigan State University。 | | 4. | 高級中等以下學校及幼兒園教師資格檢定考試數學能力測驗試題研發小組(2014)。103年國小教師資格檢定首次數學能力測驗分析。國家教育研究院。 延伸查詢 | | 5. | 教育部(2014)。中華民國師資培育統計年報。 延伸查詢 | | 6. | Ma, L.(2010)。Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States。Routledge。 | | 7. | National Council of Teachers of Mathematics(2001)。Principles and standards for school mathematics。National Council of Teachers of Mathematics。 | | 8. | Tatto, M. T.、Schwille, J.、Senk, S. L.、Bankov, K.、Rodriguez, M.、Reckase, M.、Ingvarson, L.、Rowley, G.、Peck, R.(2012)。The teacher education study in mathematics (TEDS-M), findings from the IEA study of the mathematics preparation of future teachers。International Association for the Evaluation of Student Achievement。 | | 9. | Neuman, William Lawrence、朱柔若(2000)。社會研究方法：質化與量化取向。揚智文化事業股份有限公司。 延伸查詢 | | 10. | Rowland, T.、Turner, F.、Thwaites, A.、Huckstep, P.(2009)。Developing Primary Mathematics Teaching: reflecting on practice with the Knowledge Quartet。Sage。 | 圖書論文| 1. | Fennema, E.、Franke, M. L.(1992)。Teachers' knowledge and its impact。Handbook of research on mathematics teaching and learning。New York, NY：Macmillan Publishing Company。 | | 2. | 林碧珍(2011)。我國小學數學職前教師培育研究總結。臺灣小學職前教師培育研究。國立新竹教育大學。 延伸查詢 | | 3. | Blömeke, S.、Kaiser, G.(2014)。Theoretical framework, study design and main results of TEDS-M。International perspectives on teacher knowledge, beliefs, and opportunities to learn: TEDS-M results。Springer。 | | 4. | Lee, M. Y.、Choy, B. H.(2017)。Mathematical teacher noticing: The key to learning from lesson study。Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks。Springer。 | | 5. | Hufferd-Ackles, K.、Fuson, K.、Sherin, M. G.(2015)。Describing levels and components of a math-talk learning community。More lessons learned from research: Useful and usable research related to core mathematical practices。NCTM。 | | 6. | Van Es, E. A.(2011)。A framework for learning to notice student thinking。Mathematics teacher noticing: Seeing through teachers' eyes。Routledge。 | |