1. An, S., & Wu, Z. (2012). Enhancing mathematics teachers’ knowledge of students’ thinking from assessing and analyzing misconceptions in homework. International Journal of Science and Mathematics Education, 10(3), 717–753.
2. Ball, D. L. (1997). What do students know? Facing challenges of distance, context, and desire in trying to hear children. In B. Biddle, T. Good, & I. Goodson (Eds.), International handbook on teachers and teaching (Vol. II, pp. 679–718). Dordrecht: Kluwer Press.
3. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: handbook of policy and practice (pp. 3–32). San Francisco: Jossey Bass.
4. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389–407.
5. Bartell, T. G., Webel, C., Bowen, B., & Dyson, N. (2013). Prospective teacher learning: recognizing evidence of conceptual understanding. Journal of Mathematics Teacher Education, 16(1), 57–79.