1 |
Anderson, H. & Kim, S. (2003). A missing piece in an elementary school mathematics teacher's knowledge base. Teacher Education, Vol. 12(n.2), 17-23.
|
2 |
An. S., Kulm. G. & Wu. Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the U.S. Journal of mathematics teacher education.145-172.
|
3 |
Anfara, V, A., Brown, K, M. & Mangione, T, L. (2002) Qualitative Analysis on Stage: Making the research process more public. Educational Researcher, Vol 31(7),8-38.
|
4 |
Ball. D. L. (1988). Knowledge and reasoning in mathematical pedagogy: examining what prospective teachers bring to teacher education. Unpublished doctoral dissertation, Michigan University, East Lansing.
|
5 |
Ball. D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. Elementary School Journal, 93(4),373-397.
DOI
ScienceOn
|
6 |
Ball, D. L., & Bass, H. (2000). Interweaving Content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspective on mathematics teaching and learning (pp.83-104). Westprot, UK ;Ablex.
|
7 |
Ball, D. L., Lubienski, S. T. & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp.433-456). NewYork: Macmillan.
|
8 |
Ball, D.L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, Vol. 59(5), 389-407.
DOI
ScienceOn
|
9 |
Bass, H. (2005). Mathematics, mathematicians and mathematics education. Bulletin of the American Mathematical Society, 42(4),417-430.
DOI
|
10 |
Bell, C, A., Wilson, S., Higgins, T. & McCoach, D. B. (2010). Measuring the effects of professional development: The case of developing mathematical ideas. Journal for Research in Mathematics Education, Vol. 41(5),479.
|
11 |
Borko, H. & Putnam, R. T. (1996) Learning to teach. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp.637-708). NewYork; Macmillan.
|
12 |
Carpenter, T. P., Franke, M. L., Jacobs, V. & Fennema, E. (1998). A longitudinal study of invention and understanding in children's multidigit addition and subtraction. Journal for Research in Mathematics Education,29,3-20.
DOI
|
13 |
Brophy, J. (1997). Effective instruction. In H.J. Walberg and G.D. Haertel (Eds.), Psychology and educational practice (pp.212-243). Berkeley, CA: McCutchan.
|
14 |
Cai, J. (2005). U. S. and Chinese teachers' constructing, knowing, and evaluating representations to teach mathematics. Mathematical Thinking and Learning an International Journal, Vol. 7(2), 135-169.
DOI
ScienceOn
|
15 |
Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C. P. & Loef, M. (1989). Using knowledge of children's mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal,26,499-531.
DOI
ScienceOn
|
16 |
Castro, A. M. (2006). Preparing Elementary Preservice Teachers to Use Mathematics Curriculum Materials. The Mathematics Educator, Vol. 16(2), 14-24.
|
17 |
Chinnappan, M. & Lawson, M. J. (2005). A framework for analysis of teachers' geometric content knowledge and geometric knowledge for teaching. Journal of Mathematics Teacher Education, 8(3), 197-221.
DOI
|
18 |
Common Core State Standards (2010). Common Core State Standards for Mathematics. http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf/. Accessed 9 September 2012.
|
19 |
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, Vol. 11(3), 171-197.
DOI
ScienceOn
|
20 |
Donovan, M. S. & Bransford, J. (2005). How students learn: Mathematics in the classroom. Washington: National Academies Press.
|
21 |
Empson, S. B. & Junk, D. L. (2004). Teacher's knowledge of children's mathematics after implementing a student-centered curriculum. Journal of Mathematics Teacher Education, 7, 121-144.
DOI
|
22 |
Even, R. (1993). Subject matter knowledge and pedagogical content knowledge: Prospective secondary teachers and the function concepts. Journal for Research in Mathematics Education, Vol. 24, 94-116.
DOI
ScienceOn
|
23 |
Fennema, E., Carpenter, T. P. & Peterson, P. L. (1989). Learning mathematics with understanding: Cognitively guided instruction. In J. E. Brophy (Ed.), Advances in research on teaching (Vol.1,pp.195-221). Greenwich, CT: JAIPress.
|
24 |
Fennema, E. & Romberg, T. (1999). Mathematics classrooms that promote understanding. Mahwah, NJ: Lawrence Erlbaum.
|
25 |
Hiebert, J. & Carpenter, T. P. (1992). Learning and teaching with understanding. Handbook of Research on Mathematics Teaching and Learning. New York: Macmillan Publishing Company.
|
26 |
Hill, H. C. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 430-511.
|
27 |
Hill, H. C. & Ball, D. L. (2005). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic specific knowledge of students. Journal for research in Mathematics Education. 372-400.
|
28 |
Hill, H. C, Ball, D. L. & Schilling, S. G. (2004). Developing measures of teachers' mathematics knowledge for teaching. Elementary School Journal,105,11-30.
DOI
ScienceOn
|
29 |
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.
DOI
ScienceOn
|
30 |
Hill, H. C., Blunk, M. L., Charalambos,Y., Lewis, J. M., Phelps, G. C., Sleep, L. & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, Vol. 26(4), 430-511.
DOI
|
31 |
Izsak, A. (2008). Mathematical Knowledge for Teaching Fraction Multiplication. Cognition and Instruction, 26: 95-143.
DOI
|
32 |
Kahan, J. A., Cooper, D. A. & Betha, K. A. (2003). The role of mathematics teachers' content knowledge in their teaching: A framework for research applied to a study of student teachers. Journal of Mathematics Teacher Education, 6,223-252.
DOI
ScienceOn
|
33 |
KEDI. (2012). The change of the proportion of female teachers from 1990 to 2011. http://edpolicy.kedi.re.kr/EpnicDb/Epnic/EpnicDb01Viw.php?ContCate=B0080602&LstNum1=2869. Accessed 4 September 2012.
|
34 |
Kennedy, M. M., Ball, D. L. & Mcdiarmid, G. W. (1993). A study package for examining and tracking changes in teachers' knowledge. East Lansing, MI: The National Center for Research on Teacher Education / Michigan State University.
|
35 |
Kilic, H. (2011). Preservice Secondary Mathematics Teachers' Knowledge of Students, Turkish Online Journal of Qualitative Inquiry,2(2),17-36.
|
36 |
Kim, R, Y., Ham, S, H. & Paine, L, W. (2011), Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue. Journal of Teacher Education. 62(1), 48-61.
DOI
|
37 |
Li, Y. & Huang, R. (2008). Chinese elementary mathematics teachers' knowledge in mathematics and pedagogy for teaching: The case of fraction division. ZDM, Vol. 40(5), 845-859.
DOI
|
38 |
Kleve, B. (2010). Contingent moments in a lesson on fractions. Research in Mathematics Education, Vol. 12(2), 157-158.
DOI
|
39 |
Kulm, G. & Li, Y. (2009). Curriculum research to improve teaching and learning: national and cross-national studies. ZDM Mathematics Education. 41: 709-715.
DOI
|
40 |
Leinhardt, G. (1993). On teaching. In R. Glaser (Ed.), Advances in instructional psychology (Vol.4,pp.1-54).Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
|
41 |
Lloyd, G. M. (2008). Curriculum use while learning to teach: one student teacher's appropriation of mathematics curriculum materials. Journal for Research in Mathematics Education, Vol.39(1), 63-94.
|
42 |
Ma, L. L. (1999). Knowing and teaching elementary mathematics: Teachers understanding o ffundamental mathematics in China and the United States. Mahwah, NJ: Erlbaum.
|
43 |
McLellan, J. A. & Dewey, J. (1895). The psychology of number and its applications to methods of teaching arithmetic. New York: D.Appleton.
|
44 |
Morris, A. K., Hiebert, J. & Spitzer, S. M. (2009). Mathematical knowledge for teaching in planning and evaluating instruction: What can preservice teachers learn? Journal for Research in Mathematics Education, 40, 491-529.
|
45 |
Ng, D. (2011). Indonesian primary teachers' mathematical knowledge for teaching geometry: Implications for educational policy and teacher preparation programs. Asia-Pacific Journal of Teacher Education, Vol. 39(2), 151-164.
DOI
|
46 |
Polya. G. (1957). How to solve it (2nd ed.). Garden City, NY: Doubleday Anchor Books.
|
47 |
Peterson, P. L, Fennema, E. & Carpenter, T. P. (1991). Teachers' knowledge of students' mathematical problem-solving knowledge. In J. E. Brophy (Ed.), Advances in research on teaching (Vol.2.49-86). Greenwich, CT: JAI Press.
|
48 |
Peterson, P., Woessmann, L., Hanushek, E. A. & Lastra-Anadon, C.X. (2011). Globally Challenged: Are U. S. Students Ready to Compete? Harvard's Program on Education Policy & Governance (PEPG). http://hks.harvard.edu/pepg. Accessed 19 February 2012.
|
49 |
Polly, D. (2011). Developing teachers' technological, pedagogical, and content knowledge (TPACK) through mathematics professional development. International Journal for Technology In Mathematics Education, Vol. 18(2), 83-95.
|
50 |
Rivers, J. C. & Sanders, W. L. (2002). Teacher quality and equity in education opportunity: Findings and policy implications. In L. T. Izumi & M. E. Williamson (Eds.), Teacher quality(pp.13-23). Hoover Press: Stanford, CA.
|
51 |
Rossman, G.B. & Rallis, S.F. (2003). Learning in the Field: An Introduction to Qualitative Research, 3rdedition. ThousandOaks, CA: SAGE Publications.
|
52 |
Rowland, T., P. Huckstep, P. & Thwaites, A. (2005). Elementary teachers' mathematics subject knowledge: The knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, no.3: 255-81.
|
53 |
Santibanez, L. (2005). Why we should care if teachers get A's: Teacher test scores and student achievement in Mexico. Economics of Education Review. 25:510-520.
|
54 |
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
DOI
|
55 |
Turner, F. (2008). Beginning elementary teachers' use of representations in mathematics teaching. Research in Mathematics Education, Vol. 10(2), 209-210.
DOI
|
56 |
Stigler, J. W., Fernandez, C. & Yoshida, M. (1996). Traditions of school mathematics in Japanese and American elementary schools. In L. P. Steffe, P. Nesher, P. Cobb, G. A. Goldin, & B. Greer (Eds.), Theories of mathematics learning (pp. 149-177). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
|
57 |
Stylianides, A. J. & Ball, D. L. (2008). Understanding and describing mathematical knowledge for teaching: Knowledge about proof for engaging students in the activity of proving. Journal of Mathematics Teacher Education, 11, 307-332.
DOI
|
58 |
Tanase, M. (2011). Teaching place value concepts to first grade Romanian students: Teacher knowledge and its influence on student learning. International Journal for Mathematics Teaching and Learning.
|
59 |
The Ministry of Education. (2011). The National Common Basic Curriculum. http://cutis.mest.go.kr/main.jsp?gCd=S02&siteCmsCd=CM0001. Accessed 4 September 2013.
|
60 |
Wertheimer, M. (1959). Productivet hinking. NewYork: Harper&Row.
|