This study explores an expert mathematics teacher\'s beliefs of mathematics,mathematics learning and teaching and some possible sociocultural influences.

Fifty five sessions of classroom instruction of expert and non-expert teachers were videotaped and then were coded in terms of the way and the content of classroom discourse.

Through interviewing five expert mathematics teachers after watching purposefully selected videos, and analyzing the transcripts of interviews qualitatively, it was found that the expert teachers evaluate mathematics lessons from the following dimensions, i.

Based on the features of the knowledge structure of secondary school mathematics expert teachers, using the examples of developing 109 subject leading teachers, the authors summarized a series of developing models for expert teachers.

This study used questionnaires to assess the subject matter knowledge of thirty two elementary mathematical teachers including expert teachers and non-expert ones with a ratio of 50/50.

Therefore,the research focuses on expert teachers and novice teachers in senior high school to fred out the differences from questioning in class,which can be the reference for the novice teachers\' professional growing up.