1. Aksu, Z., & Konyalıoğlu, A. (2015). Sınıf öğretmen adaylarının kesirler konusundaki pedagojik alan bilgileri [Pedagogical content knowledge of prospective classroom teachers on fractions]. Kastamonu Eğitim Dergisi, 23(2), 723-738. https://dergipark.org.tr/tr/pub/kefdergi/issue/22599/241424
2. Aslan Tutak, F., & Adams, T. L. (2017). A study of geometry content knowledge of elementary preservice teachers. International Electronic Journal of Elementary Education, 7(3), 301-318. https://www.iejee.com/index.php/IEJEE/article/view/82
3. 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. https://doi.org/10.1177/0022487108324554
4. Baturo, A., & Nason, R. (1996). Student teachers’ subject matter knowledge within the domain of area measurement. Educational Studies in Mathematics, 31(3), 235-268. https://doi.org/10.1007/BF00376322
5. Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily?. Journal for Research in Mathematics Education, 23(3), 194-222. https://doi.org/10.5951/jresematheduc.23.3.0194