1研究背景美国学者舒尔曼在1985年美国教育研究协会年会报告中开创性地将教师的知识划分为学科内容知识和学科教学知识。三十年来,教师知识成为了教育领域内的一个研究热点:教师需要具备怎样的知识才能够进行有效的课堂教学一直困扰着从事教师教育的学者们。为了解决这一问题,学者们一方面从理论层面对教师知识进行分类;另一方面还致力于开发教师知识的测量工具~([1])。在数学教育领域中,对数学教师知识的理论分类中比较著名的是德博拉·波尔等~([2])所提 1 Research Background American scholar Schulman in 1985, the American Institute of Education Research Annual Report groundbreaking the teacher’s knowledge is divided into subject content knowledge and subject teaching knowledge. For three decades, teacher knowledge has become a research hotspot in the field of education: what kind of knowledge teachers need to be able to conduct effective classroom teaching has plagued the scholars engaged in teacher education. In order to solve this problem, scholars classify teachers ’knowledge on the one hand from the theoretical level; on the other hand, they devote themselves to the development of tools to measure teachers’ knowledge ([1]). In the field of mathematics education, the more prominent theoretical classification of mathematical teachers’ knowledge is that Deborah Bohr et al. [2]