Anderson, C. W. (2003). How can schools support teaching for understanding in mathematics and science? In G. Adam et al. (Eds.), Transforming: How schools and districts can support change (pp. 1-21). New York: Teacher College.
 Artzt, A., & Armour-Thomas, E. (2002). Becoming a reflective mathematics teacher: A guide for observations and self-assessment. Mahwah, NJ: Lawrence Erlbaum.
 Barnes, M. B., & Barnes, L. W. (2005). Using inquiry processes to investigate knowledge, skills, and perceptions of diverse learners: An approach to working with prospective and current science teachers. In A. J. Rodriguez, & R. S. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 61-86). Mahwah, NJ: Laurence Erlbaum.
 Barton, B. (2009). The language of mathematics: Telling mathematical tales. New York: Springer.
 Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19, 179-191.
 Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside school. Teacher College Record, 110, 608-645.
 Chi, H. Y. (2001). The Ethnography of a Mathematics Classroom in an Atayal Native Elementary School. Unpublished Doctoral Dissertation, Taipei: National Taiwan Normal University.
 Chien, S. C. (1998). Cultural features and math learning: A case of Yami people in the orchid island. Journal of National Taitung Teachers College, 9, 283-306.
 Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, 18-36.
 D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5, 44-48.
 Ensign, J. (2005). Helping teachers use students’ home cultures in mathematics lessons: Developmental stages of becoming effective teachers of diverse students. In A. J. Rodriguez, & R. S. Kitchen (Eds.), Preparing mathematics and Science Teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 225-242). Mahwah, NJ: Laurence Erlbaum.
 Ernest, P. (1998). A postmodern perspective on research in mathematics education. In A. Sierpinska, & J. Kilpatrick (Ed.), Mathematics education as a research domain: A search for identify (pp. 71-85). Dordrecht: Kluwer Academic.
 Fauvel, J., & Van Maanen, J. (2000). History in mathematical education: The ICMI study. Dordrecht: Kluwer Academic.
 Feldman, A. (2003). Mathematics instruction: Cognitive, affective, and existential perspectives. In J. M. Royer (Ed.), Mathematical cognition. Greenwich, CT: Information Age.
 Fuson, K. C. et al. (2000). Blending the best of the twentieth century to achieve a mathematics equity pedagogy in the twenty-first century. In M. J. Burke, & F. R. Curcio (Eds.), Learning mathematics for a new century (pp. 197-212). Reston, VA: NCTM.
 Gerdes, P. (1996). Ethnomathematics and mathematics education. In A. J. Bishop, et al. (Eds.), International handbook of mathematics education (pp. 909-943). Dordrecht: Kluwer Academic.
 Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban Latino school. Journal for Research in Mathematics Education, 34, 37-73. http://dx.doi.org/10.2307/30034699
 Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhabit highlevel mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28, 524-549.
 Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. In F. K. Lester Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371-404). Charlotte, NC: Information Age.
 Hsu, W. M., & Yang, Y. C. (2009). What factors influence aboriginal students’ mathematics learning: An action research in a tribal elementary school of Pingtung County. Journal of National Taichung University: Education, 23, 129-152.
 Hsu, W. M. (2011). A case study: How did an experienced teacher implement mathematics curriculum in her classroom? Chinese Journal of Science Education, 19, 101-122.
 Huang, C. H. (2006). Investigating the mathematical teaching module of Taiwanese Tayal junior high students: The dialectic and practice of activity theory. Unpublished Doctoral Dissertation, Taipei: National Taiwan Normal University.
 Huang, C. W. (2002). Impact of multiple cultures on mathematics curriculum: Deprivation and return of ethno-mathematics. The Educator Monthly, 415, 38-41.
 Hudson, P., & Miller, S. P. (2006). Designing and implementing mathematics instruction for students with diverse learning need. Boston, MA: Allyn and Bacon.
 Leonard, J., & Dantley, S. J. (2005). Breaking through the ice: Dealing with issues of diversity in mathematic and science education course. In A. J. Rodriguez, & R. S. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 87-117). Mahwah, NJ: Laurence Erlbaum.
 Li, H. C. (2006). An exploration of models of mathematics academic achievement of different ethnical schoolchildren in Taitung County. Taiwan Journal of Sociology of Education, 6, 1-41.
 Lloyd, G. (2008). Curriculum use while learning to teach: One student teacher’s appropriation of mathematics curriculum materials. Journal for Research in Mathematics Education, 39, 63-94.
 Ministry of Education (2003). The learning domain of mathematics of grade 1-9 curriculum guidelines. Taipei: Ministry of Education in Taiwan.
 National Council of Teacher of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
 Rodriguez, A. J. (2005). Teachers’ resistance to ideological and pedagogical change: In A. J. Rodriguez, & R. S. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 1-16). Mahwah, NJ: Lawrence Erlbaum.
 Stein, M., Remillard, J., & Smith M. (2007). How curriculum influences student learning. In F. K. Lester Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319-369). Gweenwich, CT: Information Age.
 Stuart, C., & Thrulow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs, and classroom practices. Journal of Teacher Education, 51, 113-121.
 Tan, G. D., & Lin, M. F. (2002). Traits of learning styles of aboriginal children: A study on Atayal children in Hualien County. Bulletin of Educational Research, 48, 233-261.
 White, P., & Mitchelmore, M. C. (2010). Teaching for Abstraction: A Model. Mathematical Thinking and Learning, 12, 205-226.
 Wiske, M. S., Franz, K. R., & Breit, L. (2005). Teaching for understanding with technology. San Francisco, CA: Jossey-Bass.