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[4]Jordan, H. R.，Mendro, R.L.，＆Weersinghe, D.（1997）.Teacher Effects on
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Indianapolis, Ind.Kalamazoo, Mich.：Western Michigan University.

[5]Darling-Hammond, L. （ 2000 ） Teacher Quality and Student Achievement.
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[6]PISA （ 2003 ） . Learning from Tomorrow's World ： First Results from PISA
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[7]Johnson, E. G. ， ＆ Allen, N.L. （ 1992 ） .The NAEP 1990 Technical Report

（No.21-TR-20）.Washington, D.C.：National Center for Educational Statistics.

[8]Boaler, J.（1997）. Experiencing School Mathematics：Teaching Styles, Sex
and Setting.Buckingham, England：Open University Press.

[9]Carpenter, T. P.，Franke, M.L.，＆Levi, L.（2003）.Thinking Mathematically：
Integrating Arithmetic and Algebra in the Elementary School.Portsmouth, N.H.：

Heinemann.

[10]Flannery, S.（2002）. In Code：A Mathematical Journey.Chapel Hill, N.C.：
Algonquin Books, p.38.

[11]Hersh, R. （ 1997 ） . What Is Mathematics, Really?New York ： Oxford
University Press, p.27.

[12]Boaler, J. ， ＆ Greeno, J. （ 2000 ） . Identity, Agency and Knowing in
Mathematics Worlds.In J.Boaler （ Ed. ） ， Multiple Perspectives on Mathematics
Teaching and Learning.Westport, CT：Ablex, pp.171-200.

[13]Murata, A（2006）. Personal communication.

[14]Schoenfeld, A. H. （ 1987 ） .Confessions of an Accidental Theorist.For the
Learning of Mathematics，7（1），p.37.

[15]Rose, H. ， （ 1998 ） . Reflections on PUS, PUM and the Weakening of
Panglossian Cultural Tendencies.The Production of a Public Understanding of
Mathematics.Birmingham, England：University of Birmingham, p.4.

[16]Ibid.，p. 5.