1. Askew, M. (2008). Mathematical discipline knowledge requirements for prospective primary teachers, and the structure and teaching approaches of programs designed to develop that knowledge. In P. Sullivan & T. Wood (Eds.), Knowledge and beliefs in mathematics teaching and teaching development (pp. 13–35). Rotterdam: Sense.
2. Ball, D. L. (1988). Knowledge and reasoning in mathematical pedagogy: Examining what prospective teachers bring to teacher education. Unpublished doctoral dissertation, Michigan State University, East Lansing.
3. Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373–397.
4. Ball, D. L. (2000). Working on the inside: Using one’s own practice as a site for studying mathematics teaching and learning. In A. Kelly & R. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 365–402). Mahwah: Erlbaum.
5. Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics (pp. 83–104). Westport: Ablex.