| Elementary teachers’ mathematics subject knowledge: The knowledge quartet and the case of Naomi T Rowland, P Huckstep, A Thwaites Journal of mathematics teacher education 8, 255-281, 2005 | 972 | 2005 |
| Developing primary mathematics teaching: Reflecting on practice with the knowledge quartet T Rowland, EA Thwaites, F Turner Sage, 2008 | 391 | 2008 |
| Does it matter? Primary teacher trainees' subject knowledge in mathematics M Goulding, T Rowland, P Barber British Educational Research Journal 28 (5), 689-704, 2002 | 308 | 2002 |
| Introduction: Mathematical knowledge in teaching T Rowland, K Ruthven Mathematical knowledge in teaching, 1-5, 2010 | 251 | 2010 |
| The pragmatics of mathematics education: Vagueness and mathematical discourse T Rowland Routledge, 2003 | 243 | 2003 |
| The purpose, design and use of examples in the teaching of elementary mathematics T Rowland Educational studies in mathematics 69 (2), 149-163, 2008 | 196 | 2008 |
| The knowledge quartet: The genesis and application of a framework for analysing mathematics teaching and deepening teachers’ mathematics knowledge T Rowland Sisyphus—Journal of Education 1 (3), 154-43, 2013 | 188 | 2013 |
| Generic proofs in number theory T Rowland Learning and teaching number theory: Research in cognition and instruction …, 2002 | 154 | 2002 |
| The knowledge quartet as an organising framework for developing and deepening teachers’ mathematics knowledge F Turner, T Rowland Mathematical knowledge in teaching, 195-212, 2010 | 145 | 2010 |
| Contingency in the mathematics classroom: Opportunities taken and opportunities missed T Rowland, R Zazkis Canadian Journal of Science, Mathematics and Technology Education 13, 137-153, 2013 | 125 | 2013 |
| The knowledge quartet T Rowland, P Huckstep, A Thwaites Proceedings of the British society for research into learning mathematics 23 …, 2003 | 122 | 2003 |
| Hedges in mathematics talk: Linguistic pointers to uncertainty T Rowland Educational Studies in Mathematics 29 (4), 327-353, 1995 | 106 | 1995 |
| Pronouns in mathematics talk: Power, vagueness and generalisation T Rowland For the Learning of Mathematics 19 (2), 19-26, 1999 | 105 | 1999 |
| Triggers of contingency in mathematics teaching T Rowland, A Thwaites, L Jared Research in Mathematics Education 17 (2), 74-91, 2015 | 102 | 2015 |
| Researching teachers’ mathematics disciplinary knowledge T Rowland International Handbook of Mathematics Teacher Education: Volume 1, 273-298, 2008 | 89 | 2008 |
| Developing and using the ‘Knowledge Quartet’: A framework for the observation of mathematics teaching T Rowland, F Turner The Mathematics Educator 10 (1), 107-124, 2007 | 89 | 2007 |
| PRIMARY TEACHER TRAINEES’MATHEMATICS SUBJECT KNOWLEDGE AND CLASSROOM PERFORMANCE T Rowland, S Martyn, P Barber, C Heal Research in mathematics education 2 (1), 3-18, 2000 | 88 | 2000 |
| Examples, generalisation and proof L Bills, T Rowland Research in Mathematics Education 1 (1), 103-116, 1999 | 77 | 1999 |
| Components of mathematics teacher training P Liljedahl, V Durand-Guerrier, C Winsløw, I Bloch, P Huckstep, ... The professional education and development of teachers of mathematics: The …, 2009 | 70 | 2009 |
| ‘Well maybe not exactly, but it’s around fifty basically?’: Vague language in mathematics classrooms T Rowland Vague language explored, 79-96, 2007 | 68 | 2007 |
