References
- Artigue, M.; Assude, T.; Grugeon, B. & Lenfant, A. (2001). Teaching and learning algebra: Approaching complexity through complementary perspectives. In: H. Chick, K. Stacey & J. Vincent (Eds.), The Future of the teaching and learning of algebra (Proceedings of the 12th ICMI Study Conference) (pp. 21-32). Melbourne, Australia: University of Melbourne.
- Ball, D. L.; Hill, H. C. & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator 9(3), 14-17, 20-22, 43-46.
- Ball, D. L.; Thames, M. H. & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education 59, 389-407. https://doi.org/10.1177/0022487108324554
- Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research 35, 463-482 https://doi.org/10.1016/S0883-0355(02)00004-6
- Berliner, D. C. (2005). The near impossibility of testing for teacher quality. Journal of Teacher Education 56, 205-213. https://doi.org/10.1177/0022487105275904
- Blume, G. W. & Heckman, D. S. (2000). Algebra and functions. In: E. A. Silver & P. A. Kenney (Eds.), Results from the seventh mathematics assessment of the national assessment of educational progress (pp. 269-306). Reston, VA: National Council of Teachers of Mathematics.
- Borko, H. & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. Am. Educ. Res. J. 26(4), 473-398. ME 1990h.37296 https://doi.org/10.3102/00028312026004473
- Common Core State Standards Initiative (CCSSI). (2010). Common core state standards for mathematics. Washington, DC: The National Governors Association Center for Best Practices and the Council of Chief State School Officers. Retrieved from http://www.corestandards.org.
- Li, Y. & Huang, R. (2013). How Chinese teach mathematics and improve teaching. New York: Routledge.
- Even, R. (1990). Subject matter knowledge for teaching and the case of functions. Educ.Stud. Math 21(6), 521-544. ME 1991f.01445 https://doi.org/10.1007/BF00315943
- Even, R. (1993). Subject-matter knowledge and pedagogical content knowledge: Prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24, 94-116. ME 1993g.00503 https://doi.org/10.2307/749215
- Even, R. & Ball, D. L. (2009). The professional education and development of teachers of mathematics: the 15th ICMI study. New York: Springer. ME 2009b.00036
- Floden, R. E. & McCrory, R. (2007). Mathematical knowledge of algebra for teaching: Validating an assessment of teacher knowledge. Paper presented at 11th AMTE Annual Conference, Irvine, CA, USA.
- Goldhaber, D. D. & Brewer, D. J. (2000). Does teacher certification matter? High school certification status and student achievement. Educational Evaluation and Policy Analysis, 22, 129-146. https://doi.org/10.3102/01623737022002129
- Hill, H. C.; Rowan, R. & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Education Research Journal 42, 371-406. https://doi.org/10.3102/00028312042002371
- Huang, R. (2014). Prospective mathematics teachers' knowledge of algebra: A comparative study in China and the United States of American. Heidelberg: Springer Spektrum.
- Huang, R. & Li, Y. (2008). Challenges and opportunities for in-service mathematics teacher professional development in China. J. Math. Educ. (Tianjin) 17(3), 32-38. ME 2009a.00045
- Huang, R.; Peng, S.; Wang, L. & Li, Y. (2010). Secondary mathematics teacher professional development in China. In: F. K. S. Leung & Y. Li (Eds.), Reforms and issues in school mathematics in East Asia (pp.129-152). Rotterdam, Netherlands: Sense. ME 2013e.00118
- Li, S.; Huang, R. & Shin, Y. (2008). Mathematical discipline knowledge requirements for prospective secondary teachers from East Asian perspective. In: P. Sullivan & T. Wood (Eds.), Knowledge and beliefs in mathematics teaching and teaching development (pp. 63-86). Rotterdam, Netherlands: Sense. ME 2013e.00097
- Li, Y. (2007). Curriculum and culture: An exploratory examination of mathematics curriculum materials in their system and cultural contexts. Math. Educ. 10(1), 21-38. ME 2012f.00326
- Li, Y. & Kaiser, G. (Eds.) (2011). Expertise in mathematics instruction: An international perspective. New York, NY: Springer. ME 2011c.00284
- Li, Y.; Huang, R.; Bao, J. & Fan, Y. (2011). Facilitating mathematics teachers' professional development through ranking and promotion practices in the Chinese mainland. In: N. Bednarz, D. Fiorentini, & R. Huang (Eds.), The professional development of mathematics teachers: Experiences and approaches developed in different countries (pp.82-92). Canada: Ottawa University Press.
- Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Erlbaum. ME 1999d.02385.
- McCrory, R.; Floden, R.; Ferrini-Mundy, J.; Reckase, M. D.;, & Senk, S. L. (2012). Knowledge of algebra for teaching: A framework of knowledge and practices. J. Res. Math. Educ. 43(5), 548-615. ME 2013d.00557.
- Monk, D. H. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13, 125-145. https://doi.org/10.1016/0272-7757(94)90003-5
- Monk, D. H. & King, J. (1994). Multilevel teacher resource effects on pupil performance in secondary mathematics and science: The case of teacher subject-matter preparation. In: R. Ehrenberg (Ed.), Contemporary policy issues: Choices and con-sequences in education (pp. 29-58). Ithaca, NY: ILR.
- National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.
- National Research Council. (2008). Assessing accomplished teaching: Advanced-level certification programs. Washington, DC: The National Academics Press.
- Organization for Economic Cooperation and Development (OECD). (2006). PISA 2006 technical report. Paris, France: Author.
- National Research Council. (2010). PISA 2009 results: Overcoming social background-Equity in learning opportunities and outcomes. Paris, France: Author. Retrieved Jan. 1, 2011 from http://dx.doi.org/10.1787/9789264091504-en
- RAND Mathematics Study Panel [RAND MSP] (2003). Mathematical proficiency for all students: Towards a strategic development program in mathematics education. Santa Monica, CA: RAND Corporation MR-1643.0-OERI.
- Schmidt, W. H.; Tatto, M. T.; Bankov, K.; Blomeke, S.; Cedillo, T.; Cogan, L. et al. (2007). The preparation gap: Teacher education for middle school mathematics in six countries. East Lansing, MI: Center for Research in Mathematics and Science Education, Michigan State University.
- Shulman, S. L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, February, 4-14.
- Sullivan, P. & Wood, T. (eds.) (2008). Knowledge and beliefs in mathematics teaching and teaching development. Rotterdam, Netherlands: Sense. ME 2013e.00097
- Tchoshanov, M. A. (2011). Relationship between teacher knowledge of concepts and connections, teaching practice, and student achievement in middle grades mathematics. Educ. Stud. Math. 76(2), 141-164. ME 2011b.00269 https://doi.org/10.1007/s10649-010-9269-y
- Wang, J. & Paine, L. W. (2001). Mentoring as assisted performance: A pair of Chinese teachers working together. Elementary School Journal 102, 157-181. https://doi.org/10.1086/499698
- Wayne, A. J. & Youngs, P. (2003). Teacher characteristics and student achievement gains. Review of Educational Research 73 (1), 89-122. https://doi.org/10.3102/00346543073001089