英文论文：
Fan, L., Xie, S., Luo, J., Li, L., Tang, J., Li, S. (in press). Teachers’ Perceptions of Less Successfully Organized Professional Development Practices in Mathematics: A study of Nine Secondary Schools in Shanghai, China. Journal of Mathematics Teacher Education.
https://doi.org/10.1007/s10857-023-09591-6
Zhu, F., Xu, B. (2023). The Role of Dynamic Geometry Software in Teacher–Student Interactions: Stories from Three Chinese Mathematics Teachers. Sustainability 15, 7660.
https://doi.org/10.3390/su15097660
Fan, L., Li, L., Chen, Q., & Li, N. (2023). How Is Educational Gamification Represented in School Curriculum? An Investigation of Chinese Secondary Mathematics Textbooks. Sustainability, 15(4), 3830.
http://dx.doi.org/10.3390/su15043830
Fan, L., Luo, J., Xie, S. et al. (2022). Chinese Students’ Access, Use and Perceptions of ICTs in Learning Mathematics: Findings from an Investigation of Shanghai Secondary Schools. ZDM-Mathematics Education 54, 611–624.
https://doi.org/10.1007/s11858-022-01363-5
Fan, L. (2022). Introducing a new journal: Asian Journal for Mathematics Education. Asian Journal for Mathematics Education, 1(1), 3–6.
https://doi.org/10.1177/27527263221093852
Zhao, D., & Fan, L. (2022). What is the Most Important Source for Teachers’ Knowledge Development? A Meta-Analysis of 27 Empirical Studies on the Sources of Teachers’ Knowledge. Best Evidence in Chinese Education, 10(2), 1375–1393.
https://doi.org/10.15354/bece.22.ar036
Fan, L., Xiong, B.,Zhao, D.& Niu, W.(2018). How is cultural influence manifested in the formation of mathematics textbooks? A comparative case study of resource book series between Shanghai and England. ZDM-The International Journal on Mathematics Education. 50(5): 787-799.
https://link.springer.com/article/10.1007/s11858-018-0976-7
Wang, J.& Lu, X. (2018) .Selection of content in high school mathematics textbooks: an international comparison. ZDM- The International Journal on Mathematics Education. 50(5): 813-826.
https://link.springer.com/article/10.1007/s11858-018-0977-6
中文论文：
李淑惠,范良火.中美数学教材如何反映数学联结?——一项聚焦于圆锥曲线内容的比较研究[J],全球教育展望,2023,52(06):62-77.
李淑惠,李上,范良火.我国高考数学应该引入计算器吗？——基于对30个国家和地区高考政策和实践的调查及思考[J].华东师范大学学报(教育科学版),2023,41(04):83-92.
王一粟,范良火.从情境视角分析我国最新高中数学教科书的数学应用特征[J].课程.教材.教法,2023,43(05):109-116.
https://kns.cnki.net/kcms2/article/abstract?v=3uoqIhG8C44YLTlOAiTRKu87-SJxoEJu6LL9TJzd50mlJ17IHSAWtd3ItaKBrMdKA0_7zGEe9WCrxP9NfPlI2pwzlznHD6-W&uniplatform=NZKPT
李坤丽,唐佳丽.数学教材研究的特征、趋势与挑战——第四届国际数学教材研究与发展会议的启示[J].数学教育学报(已接收).
陈秋雨,范良火.高中数学教师线上教学面临的挑战和应对的建议——一项疫情期间对上海和江苏教师的调查[J].上海教师,2022(02):89-102.
李娜.数字数学教材对数学教学的影响[D].华东师范大学,2022.