[[abstract]]Abstract This research followed the six student teacher cases that Zhang (2005) studied for one academic year in their probationary period. Wenger’s (1998) theory of community of practice is used as the theoretical basis. Case study method with classroom observations and interviews was adopted to explore six mathematical probationary teachers’ transition of the relevant knowledge of mathematics teaching in their site-based schools. The author sees community of practice as the context of the learning and developing knowledge of mathematical teaching, and then analyzes different knowledge faces of the six studied cases in classroom teaching practice and the relevant pedagogical knowledge that are transformed within the school context while interacting with his or her mentor teachers. Besides, the author used Valsiner’s (1987) theory of learning and concept development to interpret the six cases’ development of professional knowledge of/for teaching secondary mathematics. The research results revealed that the knowledge bases for teaching secondary mathematics of the six cases are insufficient. When they were under different community of practice and influenced by the environment and the mentors, their pedagogical knowledge would be forced to change in different orientations. The tactics and attitudes of mentors had enormous effect on the development of professional knowledge for the six cases, the mentors should also think about how to facilitate the cases’ knowledge development through learning-to-see. In addition, the result also showed that external teaching behaviors and the internal ideas or conceptions that the cases develop are interactive and built through classroom teaching practice, and this also goes with the process of negotiating identity and belief change. The research results may contribute to the training of mathematics teachers in grasping the pre-service teacher’s learning-to-teach process, and understand the possible influences that mentors could have on the probationary mathematics teachers. Besides, this result can also help the teacher education institutions to understand more about how to provide the courses for site-based schools and the environment and system influences on the pre-service teachers.
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