Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks

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Exemplifying definitions: a case of a square (2008, unknown): “It has been shown in prior research (Leikin and Levav-Waynberg 2007) that the mathematics of practicing teachers is embedded in their teaching practice.”
The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA) (2009, background): “Leikin and Levav-Waynberg (2007) reveal the complex relationship between different types of teacher knowledge to explain the gap between theory-based recommendations and school practice.”
Can Modelling Be Taught and Learnt? Some Answers from Empirical Research (2011, background): “Classroom observations (see, e.g., Leikin and Levav-Waynberg 2007 ) show that the teacher’s own favourite solution of a given task is often imposed on the students through his interventions, mostly without even noticing it, also due to an insufficient knowledge of the richness of the “task space” o”
Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “…(Dhombres 1993; Levav-Waynberg and Leikin 2012), a deeper understanding of the learning subject (Neubrand 2006), the support of students’ creativity (Leikin and Levav-Waynberg 2007; LevavWaynberg and Leikin 2012), the fostering of metacognitive activities (Schukajlow and Krug 2013b),…”