PCK (Pedagogical Content Knowledge):
* 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.
* Loughran, J., Berry, A. & Mulhall, P. (2012). Understanding and Developing Science Teachers' Pedagogical Content Knowledge, Rotterdam: Sense Publishers. Kapittel 1–3.
Bevis:
Chazan, D. (1993). High school geometry students' justification for their views of empirical evidence and mathematical proof. Educational studies in mathematics, 24(4), 359–387.
Healy, L., & Hoyles, C. (2000). A study of proof conceptions in algebra. Journal for research in mathematics education, 396–428.
* Stylianides, A. J. (2007). Proof and proving in school mathematics. Journal for research in Mathematics Education, 289–321.
Eksempelbruk:
* Watson, A., & Mason, J. (2002). Student‐generated examples in the learning of mathematics. Canadian Journal of Math, Science & Technology Education, 2(2), 237–249.
* Zodik, I., & Zaslavsky, O. (2008). Characteristics of teachers' choice of examples in and for the mathematics classroom. Educational Studies in Mathematics, 69(2), 165–182.
CAS(Computer Algebra System)bruk:
* Buchberger, B. (1990). Should students learn integration rules?. ACM SIGSAM Bulletin, 24(1), 10–17.
* Jankvist, U. T., Misfeldt, M., & Marcussen, A. (2016). The didactical contract surrounding CAS when changing teachers in the classroom. Journal of Research in Mathematics Education, 5(3), 263–286.
* Mohammad, A.M. (2018). Students' attitude towards computer algebra systems (CAS) and their choice of using CAS in problem-solving, International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2018.1506171