Teacher knowledge and understanding of students’ mathematical learning and thinking

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Absolute value inequalities: high school students’ solutions and misconceptions (2012, unknown): “Such knowledge significantly contributes to the instruction process (Karsenty, Arcavi & Hadas, 2007; Even & Tirosh, 2002).”
Teacher education and development study in mathematics (TEDS-M) : policy, practice, and readiness to teach primary and secondary mathematics : conceptual framework. (2008, background): “Many scholars (among them, Ball & Bass, 2000; Ball & Cohen 1999; Even, 1993; Even & Tirosh, 2002; Fennema & Franke, 1992; Lappan, 2000) have since used Shulman’s categories of knowledge to characterize knowledge for teaching mathematics.”
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, background): “…that focus on either teacher knowledge or the curriculum in recent handbooks of various disciplines, ranging from mathematics education (e.g. Stein et al. 2007, Even and Tirosh 2008), to science education (Abell 2007, Atkin and Black 2007), to physical education (Penny 2006, Tsangaridou 2006).”