From the reviews: "This book focuses on the complex issue of mathematical knowledge in teaching. ... This book is essential reading for anyone interested in teaching mathematics. It brings together the considerable research and scholarship of the various contributors and provides a detailed, yet understandable, picture of the issues surrounding teachers' mathematical knowledge. The book most certainly meets its aim of enhancing theory and practice in mathematics teacher education and the student experience throughout education." (Rosemary Cann, Educational Review, November, 2011)

• Conceptualising teachers’ mathematical knowledge in teaching.- Teacher knowledge for developing students’ mathematical thinking.- Changed views on mathematical knowledge in the course of didactical theory development.- Knowing and identity.- Teaching mathematics as the contextual application of mathematical modes of enquiry.- Conceptualising mathematical knowledge in teaching.- The cultural location of teachers’ mathematical knowledge.- How educational systems and cultures mediates teacher knowledge.- Audit and evaluation of pedagogy.- Understanding the cultural context of mathematical knowledge in teaching.- The Knowledge Quartet as an organizing framework for developing and deepening teachers’ mathematical knowledge.- Learning to teach mathematical using lesson study.- Teachers’ stories of mathematical knowledge.- Building mathematical knowledge in teaching by means of theorised tools.

From the reviews: "This book focuses on the complex issue of mathematical knowledge in teaching. ... This book is essential reading for anyone interested in teaching mathematics. It brings together the considerable research and scholarship of the various contributors and provides a detailed, yet understandable, picture of the issues surrounding teachers' mathematical knowledge. The book most certainly meets its aim of enhancing theory and practice in mathematics teacher education and the student experience throughout education." (Rosemary Cann, Educational Review, November, 2011)

• Conceptualising teachers’ mathematical knowledge in teaching.- Teacher knowledge for developing students’ mathematical thinking.- Changed views on mathematical knowledge in the course of didactical theory development.- Knowing and identity.- Teaching mathematics as the contextual application of mathematical modes of enquiry.- Conceptualising mathematical knowledge in teaching.- The cultural location of teachers’ mathematical knowledge.- How educational systems and cultures mediates teacher knowledge.- Audit and evaluation of pedagogy.- Understanding the cultural context of mathematical knowledge in teaching.- The Knowledge Quartet as an organizing framework for developing and deepening teachers’ mathematical knowledge.- Learning to teach mathematical using lesson study.- Teachers’ stories of mathematical knowledge.- Building mathematical knowledge in teaching by means of theorised tools.

From the reviews: "This book focuses on the complex issue of mathematical knowledge in teaching. ... This book is essential reading for anyone interested in teaching mathematics. It brings together the considerable research and scholarship of the various contributors and provides a detailed, yet understandable, picture of the issues surrounding teachers' mathematical knowledge. The book most certainly meets its aim of enhancing theory and practice in mathematics teacher education and the student experience throughout education." (Rosemary Cann, Educational Review, November, 2011)

• Conceptualising teachers’ mathematical knowledge in teaching.- Teacher knowledge for developing students’ mathematical thinking.- Changed views on mathematical knowledge in the course of didactical theory development.- Knowing and identity.- Teaching mathematics as the contextual application of mathematical modes of enquiry.- Conceptualising mathematical knowledge in teaching.- The cultural location of teachers’ mathematical knowledge.- How educational systems and cultures mediates teacher knowledge.- Audit and evaluation of pedagogy.- Understanding the cultural context of mathematical knowledge in teaching.- The Knowledge Quartet as an organizing framework for developing and deepening teachers’ mathematical knowledge.- Learning to teach mathematical using lesson study.- Teachers’ stories of mathematical knowledge.- Building mathematical knowledge in teaching by means of theorised tools.