1970
Rowland, T. (1970) 'A generalisation of a wellknown puzzle' Mathematics
Teaching, 53,
pp. 3538.
1974
Rowland, T. (1974) 'Real Functions which Generate the Dihedral Groups'
Mathematics Teaching, 69, pp. 40 47.
1982
Rowland, T. (1982) 'Teaching directed numbers: an experiment' Mathematics
in School, Vol 11 No 1, pp. 24 27.
1984
Rowland, T. (1982) 'Toss Fibonacci!' Mathematical Gazette, Vol 68 No 445,
pp. 183186.
1986
Rowland, T. (1986) 'Problem solving with a micro' Micromath Vol 2 No 3,
pp. 2223.
1987
Rowland, T. (1987) 'Microwhat?' Micromath Vol 3 no 3, p. 64.
1988
Merttens, R. and Rowland, T. (1982) Calculator Fun. London: Octopus Books.
1989
Rowland, T. (1989) CAN in Suffolk: the Beginnings of a CalculatorAware
Number Curriculum in Three Suffolk Primary Schools. Ipswich: Suffolk County
Council Curriculum Topics.
Rowland, T. (1989) 'Polyominoes with patterns' Micromath Vol 5 No 3, pp.
4650.
1990
Rowland, T. (1990) 'CAN openers' Mathematics in School Vol 19 No 2, pp.
3437.
1992
Rowland, T. (1992) 'Pop Maths postscript' Mathematical Gazette Vol 76
No 476, pp. 254256.
Rowland, T. (1992) 'Inadmissible evidence' Micromath Vol 8 No 1, pp. 2728.
Rowland, T. (1992) 'Pointing with pronouns' For the Learning of Mathematics
12(2), pp. 4248.
1993
Rowland, T. (1993) 'Hyperpainting: mind games for night riders' Mathematics
Teaching, 143, pp. 2829.
1994
Rowland, T. (1994) 'Talking about uncertainty' Wain G. (ed) Research Papers:
British Congress on Mathematics Education 1993. Leeds, University of Leeds,
pp. 8486.
Rowland, T. (1994) CAN in Suffolk: the First Six Months of a CalculatorAware
Number Curriculum. Cambridge: Homerton College Research Reports.
1995
Rowland, T. (1995) 'Promoting cornflakes: what do you expect?' Mathematical
Gazette Vol 79 No 486, pp. 549552.
Rowland, T. (1995) 'Between the lines: the languages of mathematics' in
Anghileri, J (ed.) Children's Thinking in Primary Mathematics. Cassell.
pp. 5473.
Rowland, T. (1995) 'Inductive reasoning' Proceedings of British Society
for Research in Learning Mathematics, Loughborough, pp. 5357.
Rowland, T. (1995) 'Hedges in mathematics talk: linguistic pointers to
uncertainty' Educational Studies in Mathematics 29 (4), pp . 327353.
Rowland, T. and Corbett, C. (1995) 'Don't get angry, get even: the milk
crate problem revisited' Mathematics in School Vol 24 no 5, pp. 25.
Rowland, T. (1995) Vagueness in Mathematics Talk Unpublished doctoral
thesis. Milton Keynes: Open University.
1996
Rowland, T. (1996) 'Researching mathematical thinking with talk, tape
and transcripts' in Selinger, M. and Smart, T. (eds)Proceedings of the
Third British Congress on Mathematics Education , Manchester, Manchester
Metropolitan University, pp. 279286.
Rowland, T. (1996) 'Writing the thesis in mathematics education' Proceedings
of British Society for Research in Learning Mathematics, Sheffield, pp.
2934.
Rowland, T. (1996) 'Counting, estimation and the language of uncertainty'
in Puig, L. and Gutiérrez, A (Eds), Proceedings of the 20th Conference
of the International Group for the Psychology of Mathematics Education,
University of Valencia, Spain, pp. 235243.
Rowland, T. and Rousham, L. (1996) 'Numeracy and Calculators' in Merttens,
R. (ed) Teaching Numeracy Leamington, Scholastic Press, pp. 6176.
Rowland, T. and Bills, L. (1996) 'Examples, Generalisation and Proof'
Proceedings of British Society for Research in Learning Mathematics London
Institute of Education, pp. 17.
1997
Rowland, T. and Hall, R. (1997) 'The classical form of Pythagorean triples'
Mathematical Gazette Vol 81 No 491 pp. 270272.
Rowland, T. (1997) 'Fallibilism and the Zone of Conjectural Neutrality'
in Pehkohnen, E. (Ed.) Proceedings of the 21st Conference of the International
Group for the Psychology of Mathematics Education. Vol 4, pp. 8087. Lahti,
Finland: University of Helsinki.
Rowland, T. (1997) 'Dividing by threequarters: what Susie saw', Mathematics
Teaching 160, pp. 3033.
1998
Rowland, T. (1998) 'Conviction, explanation and generic examples'. In
Olivier, A. and Newstead, K. (Eds.) Proceedings of the 22nd Conference
of the International Group for the Psychology of Mathematics Education.
Vol. 4, pp. 6572. Stellenbosch SA: University of Stellenbosch.
Rowland, T., Heal, C., Barber, P. and Martyn, S. (1998) 'Mind the gaps:
primary trainees' mathematics subject knowledge'. In Bills, E. (Ed.) Proceedings
of the BSRLM Day Conference at Birmingham. Coventry: University of Warwick,
pp. 9196.
1999
Rowland, T. (1999) 'Will it work? The language of interaction in mathematics'.
In Bearne, E. (Ed.) Use of Language across the Secondary Curriculum. London,
Routledge, pp. 114127.
Rowland, T. and Bills, L. (1999) 'Examples, generalisation and proof'
In Brown, L. (ed.) Making Meanings in Mathematics: Refereed Proceedings
of the British Society for Research into Learning Mathematics .York, QED
Publications. pp. 103116.
Rowland, T. (1999) 'i is for induction'. Mathematics Teaching 167, pp.
2327.
Hilton, C. and Rowland, T. (1999) 'What do mathematics tests test?' In
Bills, E. (Ed.) Proceedings of the BSRLM Day Conference at The Open University.
Coventry: University of Warwick, pp. 1924
Rowland, T., Martyn, S., Barber, P. and Heal, C. (1999) 'Primary Trainees
Mathematics Subject Knowledge: an update report' In Bills, E. (Ed.) Proceedings
of the BSRLM Day Conference at The Open University. Coventry: University
of Warwick, pp. 7376.
Rowland, T., Martyn, S., Barber, P. and Heal, C. (1999) 'Discovering the
ABC of Number'. Research Focus, Times Educational Supplement p. 25, 12.3.99
Rowland, T. (1999) 'The clinical interview: conduct and interpretation'.
In Zaslavsky, O. (Ed.) Proceedings of the 23rd Conference of the International
Group for the Psychology of Mathematics Education. Vol. 4, pp. 129136.
Haifa, Israel: Israel Institute of Technology.
Rowland, T. (1999) The Pragmatics of Mathematics Education: vagueness
in mathematical discourse. London: Falmer Press.
Rowland, T. (1999) 'The National Numeracy Strategy a response to Hughes'.
Psychology of Education Review 23(2), pp. 1617
Rowland, T. (1999)'Mathematics: all in the mind?' In Riley, J. and Prentice,
R. (Eds) The Curriculum for 711 year olds. London, Paul Chapman Publishing.
pp. 165182
Rowland, T. (1999) 'Pronouns in mathematics talk: power, vagueness and
generalisation' For the Learning of Mathematics 16(2) pp. 2026
Rowland, T. (1999) 'The Dorothy Gardner Memorial Lecture : The National
Numeracy Strategy'. Institute of Education Child Development Society Newsletter
48, pp. 58
2000
Rowland, T. and Huckstep, P. (2000) 'Creative Mathematics: Real or Rhetoric'
In Bills, E. (Ed.) Proceedings of the BSRLM Day Conference at Warwick
University. Coventry: University of Warwick, pp. 7984.
Rowland, T. and Morgan, C. (2000) (Eds.), Research in Mathematics Education
Volume 2: Papers of the British Society for Research into Learning Mathematics.
London: British Society for Research into Learning Mathematics.
Rowland, T., Martyn, S., Barber, P. and Heal, C. (2000) 'Primary teacher
trainees' mathematics subject knowledge and classroom performance' In
Rowland, T. and Morgan, C. (eds) Research in Mathematics Education Volume
2: Papers of the British Society for Research into Learning Mathematics.
London: British Society for Research into Learning Mathematics, pp. 318
Rowland, T. and Huckstep, P. (2000) 'Creative Mathematics: Real or Rhetoric'
Educational Studies in Mathematics 42(1), pp. 81100.
2001
Rowland, T. (2001) 'The sum of a good maths teacher'. Research Focus,
Times Educational Supplement p. 26, 02.02.2001
Rowland, T., Martyn, S., Barber, P. and Heal, C. (2001) 'Investigating
the mathematics subject matter knowledge of preservice elementary school
teachers'. In M. van den HeuvelPanhuizen (ed.) Proceedings of the 25th
Conference of the International Group for the Psychology of Mathematics
Education, Volume 4 pp. 121128. Utrecht, The Netherlands, Freudenthal
Institute, Utrecht University
Huckstep, P. and Rowland, T. (2001) 'Being creative with the truth? Selfexpression
and originality in pupils' mathematics'. In C. Morgan and K. Jones (Eds.)
Research in Mathematics Education Volume 2: Papers of the British Society
for Research into Learning Mathematics. London: British Society for Research
into Learning Mathematics. pp. 183196
Rowland, T. (2001) 'Generic proofs in number theory.' In S. Campbell and
R. Zazkis (Eds.) Learning and teaching number theory: Research in cognition
and instruction. (pp. 157184). Westport, CT: Ablex Publishing.
Rowland, T. (2001) 'Language Issues in Mathematics'. In L. Haggarty (Ed.)
Aspects of Teaching Secondary Mathematics: Perspectives on Practice. London:
Routledge Falmer.
Rowland, T. (2001) 'Generic proofs: setting a good example'. Mathematics
Teaching 177, pp. 4043
Rowland, T. (2001) 'Safety in numbers? Number crunching and making sense'
Proceedings of the British Society for Research into Learning Mathematics
21(3) pp. 7681
2002
Rowland, T. (2002) 'Pragmatic perspectives on mathematics discourse'.
In J. Novotná (Ed.) CERME2: European Research in Mathematics Education
II pp. 408419. Prague: Charles University.
Rowland, T., Martyn, S., Barber, P. and Heal, C. (2002) 'The mathematics
subject knowledge of preservice elementary school teachers'. In D. Edge
and B. H. Yeap (Eds.) Mathematics Education in a KnowledgeBased Era:
Proceedings of the Second East Asian Regional Conference on Mathematics
Education and Ninth Southeast Asian Conference on Mathematics Education
Volume 2, pp. 274280. Singapore: Association of Mathematics Educators/Nanyang
Technological University.
Rowland, T. (2002) 'Proofs in Number Theory: history and heresy'. In A.
D. Cockburn and E. Nardi (Eds.) Proceedings of the 26th Conference of
the International Group for the Psychology of Mathematics Education, Volume
1 pp. 230235. Norwich: University of East Anglia.
Rowland, T. (2002) 'Diagnostic tools and pedagogical content knowledge:
a response'. Proceedings of the British Society for Research into Learning
Mathematics 22(1) pp. 5964
Goulding, M., Rowland, T. and Barber, P. (2002) 'Does it matter? Primary
teacher trainees' subject knowledge in mathematics'. British Educational
Research Journal 28(5) pp. 689704
2003
Huckstep, P., Rowland, T. and Thwaites, A. (2003) 'Observing subject knowledge
in primary mathematics teaching'. Proceedings of the British Society for
Research into Learning Mathematics 23(1) pp. 3742
Rowland, T., Thwaites, A. and Huckstep, P. (2003) 'The choice of examples
in the teaching of mathematics: what do we tell the trainees?'. Proceedings
of the British Society for Research into Learning Mathematics 23(2) pp.
8590.
Rowland, T., Thwaites, A. and Huckstep, P. (2003) 'Novices' choice of
examples in the teaching of elementary mathematics'. In A. Rogerson (Ed.)
Proceedings of the International Conference on the Decidable and the Undecidable
in Mathematics Education. (pp. 242245). Brno, Czech Republic, September
2003.
Fan, L. and Rowland, T. (2003) 'Providing effective learning opportunities
for all students: the British mathematics curriculum.' In X. Sun (Ed.),
International perspectives on the development of the mathematics curriculum
(pp. 4591). Beijing, China: Higher Education Press. (in Chinese).
Rowland, T. (2003) 'Mathematics as human activity: a different handshakes
problem.' The Mathematics Educator, 7(2), pp. 5570.
Rowland, T., Barber, P., Heal, C. and Martyn, S.(2003) 'Prospective primary
teachers' mathematics subject knowledge: substance and consequence'. Proceedings
of the British Society for Research into Learning Mathematics 23(3) pp.
9196
Rowland, T., Huckstep, P. and Thwaites, A. (2003) 'The knowledge quartet'.
Proceedings of the British Society for Research into Learning Mathematics
23(3) pp. 97102.
2004
Rowland, T. (2004) 'The psychology of maths education in the early primary
years: a response to Munn'. Psychology of Education Review 28(1), pp.
1719
Rowland, T. (2004) The Discourse of 'Subtraction As Difference'. Proceedings
of the British Society for Research into Learning Mathematics 24(2) pp.
9197.
Rowland, T., Huckstep, P. and Thwaites, A. (2004) 'Reflecting on prospective
elementary teachers' mathematics content knowledge: the case of Laura'.
In M. J. Høines and A. B. Fugelstad, (Eds.) Proceedings of the
28th Conference of the International Group for the Psychology of Mathematics
Education, Volume 4, pp. 121128. Bergen, Norway: Bergen University College.
Rowland, T. (2004) 'Mathematics Teaching: celebrating 'the knowledge'.
Mathematics in School 33(5) pp. 1213
2005
Rowland, T. (2005) 'The Knowledge Quartet: a tool for developing mathematics
teaching'. In A. Gagatsis (Ed) Proceedings of the Fourth Mediterranean
Conference on Mathematics Education (pp. 6981) Nicosia, Cyprus: Cyprus
Mathematical Society.
Thwaites, A., Huckstep, P. and Rowland, T. (2005) 'The knowledge quartet:
Sonia's reflections'. In D. Hewitt and A. Noyes (Eds) Proceedings of the
Sixth British Congress of Mathematics Education (pp. 168175). London:
British Society for Research into Learning Mathematics.
Rowland, T. (2005) '"Three cheers for Derek Haylock!" Primary
PGCE students' use of mathematics teaching handbooks'. Proceedings of
the British Society for Research into Learning Mathematics 25(2) pp. 97102
Rowland, T., Huckstep, P. and Thwaites, A. (2005) 'Elementary teachers'
mathematics subject knowledge: the knowledge quartet and the case of Naomi'.
Journal of Mathematics Teacher Education 8(3) pp. 255281
Rowland, T., Huckstep, P. and Thwaites, A. (2005) 'Developing mathematics
teaching: the genesis of the knowledge quartet'. Scientia Pedagogica Experimentalis
XLII(2), pp. 331350
2006
Rowland, T. (2006) 'Subtraction  difference or comparison?' Mathematics
in School 35(2)
pp. 3235
Hatch, G. and Rowland, T. (2006) 'Learning to teach: Gill's story'. Mathematics
Teaching 196, pp. 37
Rowland, T. and Turner, F. (2006) 'A framework for the observation and
review of mathematics teaching'. Mathematics Education Review 18, pp.
317
Rowland, T. and Hatch, G. (2006) 'Learning to teach: Tim's story'. Mathematics
Teaching 197, pp. 3639
Huckstep, P., Rowland, T. and Thwaites, A. (2006) 'The knowledge quartet:
considering Chloe'. In M. Bosch (Ed.) Proceedings of the Fourth Congress
of the European Society for Research in Mathematics Education (pp. 15681578).
Barcelona, Spain: FUNDEMI IQS, Universitat Ramon Llull. (Compact Disk)
Tatsis, K. and Rowland, T. (2006) 'Vague language in Greek and English
mathematical talk: a variation study in facework'. In J. Novotna, H.
Moraova, M. Kratka, and N. Stehlikova (Eds.) Proceedings of the 30th Conference
of the International Group for the Psychology of Mathematics Education,
Volume 5, pp. 257264. Prague, Czech Republic: Charles University.
2007
Rowland, T. and Hatch, G. (2007) 'Learning to Teach? The Assistant Lecturer
in Colleges of Education 196075'. History of Education 36(1), pp. 6588
Rowland, T. (2007) 'Well Maybe Not Exactly, but It's Around Fifty Basically?':
Vague Language In Mathematics Classrooms. In J. Cutting (Ed.) Vague Language
Explored. Basingstoke: Palgrave Macmillan, pp. 7996.
Rowland, T. and Turner, F. (2007) 'Developing and using the 'knowledge
quartet': a framework for the observation of mathematics teaching'. The
Mathematics Educator 10(1), pp. 107124
Rowland, T. (2007) 'Developing knowledge for mathematics teaching: a theoretical
loop'. In S. Close, D Corcoran and T. Dooley (Eds.) Proceedings of the
Second National Conference on Research in Mathematics Education, pp. 1326.
Dublin: St Patrick's College.
Rowland, T. (2007) 'Prospective primary teachers' use of mathematics teaching
handbooks'. In D PittaPantazi and G. Philippou (Eds.) Proceedings of
the Fifth Congress of the European Society for Research in Mathematics
Education (pp. 19651974). Nicosia, Cyprus: Department of Education, University
of Cyprus. (Compact Disk)
2008
Rowland, T. and Ruthven, K. (2008) En memoire de Leone Burton. Recherches
en Didactique des Mathématiques 28(1) pp. 119120
Nardi, E. and Rowland, T. (2008) 'Research in Mathematics Education'.
Proceedings of the British Society for Research into Learning Mathematics
28(1) pp. 5964
Jones, K. and Rowland, T. (2008) 'Brian Griffiths (19272008): a tribute
to a pioneer in mathematics education'. Proceedings of the British Society
for Research into Learning Mathematics 28(2) pp. 16.
Rowland, T. and Turner, F. (2008) 'How shall we talk about 'subject knowledge'
for mathematics teaching?'. Proceedings of the British Society for Research
into Learning Mathematics 28(2) pp. 9196.
Rowland, T. (2008) Researching teachers' mathematics disciplinary knowledge.
In P. Sullivan and T. Wood (Eds.) (2008) International handbook of mathematics
teacher education:Vol.1. Knowledge and beliefs in mathematics teaching
and teaching development (pp. 273298). Rotterdam, the Netherlands: Sense
Publishers.
Rowland, T. (2008) The purpose, design and use of examples in the teaching
of elementary mathematics. Educational Studies in Mathematics 69(2) pp.
149163
2009
Rowland, T., Turner, F., Thwaites, A. and Huckstep, P. (2009) Developing
Primary Mathematics Teaching: reflecting on practice with the Knowledge
Quartet. London: Sage.
Ruthven, K. and Rowland, T. (2009) Mathematical Knowledge in Teaching:
the Nuffield seminar series. Proceedings of the British Society for Research
into Learning Mathematics 29(1) pp. 79 84.
Rowland, T. (2009) Geometry: tales of elegance and love. In B. Sriraman
and S. Goodchild (Eds.) Relatively and Philosophically E(a)rnest:Festschrift
in Honor of Paul Ernest’s 65th Birthday (pp. 197219). Montana: Information
Age Publishing.
Rowland, T. (2009) Beliefs and actions in university mathematics teaching.
In M. Tzekaki, M. Kaldrimidou and C. Sakonidis (Eds.) Proceedings of the
33rd Conference of the International Group for the Psychology of Mathematics
Education, Volume 5, pp. 1724. Thessaloniki, Greece: PME.
Rowland, T. and Turner, F. (2009) Karen and Chloe: The Knowledge Quartet.
In M. Tzekaki, M. Kaldrimidou and C. Sakonidis (Eds.) Proceedings of the
33rd Conference of the International Group for the Psychology of Mathematics
Education, Volume 1, pp. 133139. Thessaloniki, Greece: PME.
Rowland, T. (2009) Just enjoying the mathematics. In S. Lerman and B.
Davis (Eds.) Mathematical Action and Structures of Noticing: Studies Inspired
by John Mason (pp. 4961) Rotterdam, the Netherlands: Sense Publishers.
Rowland, T. (2009) Proofs, wranglers and virtual conversations. In D.
Corcoran, T. Dooley, S. Close and R. Ward (Eds.) Proceedings of the Third
National Conference on Research in Mathematics Education, pp. 435444.
Dublin: St Patrick’s College.
2010
Rowland, T. (2010) Knowledge for teaching: contrasting elementary and
secondary mathematics. In V. DurandGuerrier, S. SouryLavergne and F.
Arzarello (Eds.) Proceedings of the Sixth Congress of the European Society
for Research in Mathematics Education (pp. 18411850). Institut National
de Recherche Pédagogique. www.inrp.fr/editions/cerme6
Wong, NgaiYing; Rowland, Tim; Chan,WingSum; Cheung, KaLuen & Han,
NgaiSze (2010) The Mathematical Knowledge of Elementary School Teachers:
A Comparative Perspective. Journal of the Korea Society of Mathematical
Education Series D: Research in Mathematical Education 14(2), pp. 187207.
ISSN : 12266191
Rowland, T. (2010). Back to the data: Jason, and Elliot's quarters. In
M.M.F. Pinto & T.F. Kawasaki (Eds.). Proceedings of the 34th Conference
of the International Group for the Psychology of Mathematics Education,
Vol. 4, pp. 97104. Belo Horizonte, Brazil: PME.
Gagatsis, A., Rowland, T., Panaoura, A. and Stylianides, A. (2010) (Eds)
Mathematics Education Research at the University of Cyprus and the University
of Cambridge. Lefkosia: University of Cyprus. ISBN: 9789963952021
Rowland, T. (2010) Frogs and skislopes: contrasting knowledge for elementary
and secondary mathematics teaching. In Gagatsis, A., Rowland, T., Panaoura,
A. and Stylianides, A. (Eds) Mathematics Education Research at the University
of Cyprus and the University of Cambridge (pp. 185201). Lefkosia: University
of Cyprus. ISBN: 9789963952021
2011
Rowland, T. and Ruthven, K. (2011) (Eds) Mathematical Knowledge in Teaching. London and New York: Springer.
Turner, F. and Rowland, T. (2011) The Knowledge Quartet as an organising framework for developing and deepening teachers’ mathematics knowledge. In T. Rowland & K. Ruthven (Eds) Mathematical Knowledge in Teaching (pp.195212). London and New York: Springer.
Thwaites, A., Jared, L. and Rowland, T. (2011) Analysing secondary mathematics teaching with the Knowledge Quartet. Proceedings of the British Society for Research into Learning Mathematics 30(3) pp. 8590.
Rowland, T. (2011) Å undervise i elementær matematikk: ikkje så elementært likevel [Teaching elementary mathematics: not elementary after all]. Tangenten 1/2011, pp. 28 (in Norwegian)
Thwaites, A.,Jared, L. and Rowland, T. (2011) Analysing secondary mathematics teaching with the Knowledge Quartet. Research in Mathematics Education 13(2), pp. 2278
Rowland, T., Thwaites, A. and Jared, L. (2011) Triggers of contingency in mathematics teaching. In B. Ubuz (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 7380. Ankara, Turkey: PME.
Rowland, T., Jared, L. and Thwaites, A. (2011) Secondary mathematics teachers’ content knowledge: the case of Heidi. In M. Pytlak, T. Rowland and E. Swoboda (Eds.) Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education, pp. 28272837. Rzeszow, Poland: University of Rzeszow. (Compact Disk)
 Pytlak, T. Rowland and E. Swoboda (Eds.) (2011) Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. Rzeszow, Poland: University of Rzeszow. [3017 pages] ISBN 9788373386839
2012
Rowland, T. (2012) Contrasting knowledge for elementary and secondary mathematics teaching. For the Learning of Mathematics 32(1), pp. 1621
Rowland, T. (2012) Explaining Explaining. In S. Niewoudt, D. Laubscher and H. Dreyer (Eds.) Proceedings of the Eighteenth National Congress of the Association for Mathematics Education of South Africa. Vol. 1, pp. 5466. Potchefsfroom, South Africa: NorthWest University. [online at http://www.amesa.org.za/AMESANEWS51.pdf p. 36]
Charalampous, E. and Rowland, T. (2012) The experience of security in mathematics. In TY Tso (Ed.) Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Volume 2, pp. 115122. Taipei, Taiwan: PME.
2013
Weston, T.L., Kleve, B. and Rowland, T. (2013) Developing an online coding manual for the Knowledge Quartet: An international project. Proceedings of the British Society for Research into Learning Mathematics 32(3) pp. 17984.
Charalampous, E. and Rowland, T. (2013) The experience of security in mathematics. PNA 7(4), pp. 145 154. http://revistaseug.ugr.es/index.php/pna/issue/view/453
Rowland, T. and Zazkis, R. (2013) Contingency in the mathematics classroom: Opportunities taken and opportunities missed. Canadian Journal of Science, Mathematics and Technology Education 13(2), pp. 137–153.
Rowland, T. (2013) The role of examples in mathematics teaching. In H. Mendick and D. Leslie (Eds) Debates in Mathematics Education, pp. 96105. London: Routledge
Grandi, C. and Rowland, T. (2013) Developing onetoone teacherstudent interaction in post16 mathematics instruction. In A.M. Lindmeier and A. Heinze (Eds.) Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Volume 2, pp. 385392. Kiel, Germany: PME.
Andrews, P. and Rowland, T. (2013) (Eds.) MasterClass in Mathematics Education: International Perspectives on Teaching and Learning. London, Bloomsbury.
Rowland, T. (2013) Mathematics teacher knowledge. In P. Andrews and T. Rowland (Eds.) MasterClass in Mathematics Education: International Perspectives on Teaching and Learning (pp. 8798). London, Bloomsbury.
Rowland, T. (2013) The Knowledge Quartet: a tool for developing mathematics teaching. In M. Hahkioniemi, H. Leppaaho, P. Nieminen and J. Viiri (Eds.) Proceedings of the 2012 Annual Conference of the Finnish Mathematics and Science Education Research Association (pp. 1124) Jyvaskyla, Finland: Jyvaskyla University.
Rowland, T. (2013) The Knowledge Quartet: a framework for analysing and developing mathematics teaching. In Fernandes, J. A., Martinho, M. H., Tinoco, J., & Viseu, F. (Eds.) Atas do XXIV Seminário de Investigação em Educação Matemática (pp. 3147). Braga: Centro de Investigação em Educação da Universidade do Minho.
Rowland, T. (2013) The Knowledge Quartet: the genesis and application of a framework for analysing mathematics teaching and deepening teachers’ mathematics knowledge. SISYPHUS Journal of Education, 1(3), pp. 1543
2014
Charalampous, E. and Rowland, T. (2014) Mathematics security and the individual. In B. Ubuz, C. Hasar and M.A. Mariotti (Eds) Proceedings of the Eighth Conference of the European Society for Research in Mathematics Education (pp. 12991308) Ankara, Turkey: Middle East Technical University.
Rowland, T., Turner, F. and Thwaites, A. (2014) Developing mathematics teacher education practice as a consequence of research. In B. Ubuz, C. Hasar and M.A. Mariotti (Eds) Proceedings of the Eighth Conference of the European Society for Research in Mathematics Education (pp. 32273236). Ankara, Turkey: Middle East Technical University.
Rowland, T., Turner, F. and Thwaites, A. (2014) Research into teacher knowledge: a stimulus for development in teacher education practice. ZDM: The International Journal on Mathematics Education, 46(2), pp. 317328
Aldalan, B. and Rowland, T. (2014) Responding to students’ contributions in the mathematics classroom: the case of Saudi trainee primary teachers. Proceedings of the British Society for Research into Learning Mathematics 34(1) pp. 1318.
Rowland, T. (2014) Communication: Hedged maxims. For the Learning of Mathematics 34(2), 456. [One of a set of themed communications, authors David Pimm, Lesley Rex, Beth HerbelEisenmann, Ellice Forman, Mary Schleppegrell, Codruta Temple]
Rowland, T. and Corcoran, D (2014) Content knowledge and commitment to inquiry. In S. Oesterle, C. Nicol, P. Liljedah and D. Allan (Eds.) Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, Vol. 6, p. 214. Vancouver, Canada: PME.
Rowland, T, (2014) Frameworks for Conceptualizing Mathematics Teacher Knowledge. In Lerman, S. (Ed.) (2014) Encyclopedia of Mathematics Education. Springer pp. 235238. https://link.springer.com/referenceworkentry/10.1007/9789400749788_63
Salehmohamed, A. and Rowland, T. (2014) Wholeclass interactions and codeswitching in secondary mathematics teaching in Mauritius. Mathematics Education Research Journal, 26(3),, pp.555577 DOI: 10.1007/s1339401301036
2015
Rowland, T. (2015) Teacher learning provoked by teaching: equalarea triangles. Tangenten 2/2015, pp. 4348
Rowland, T., Thwaites, A. and Jared, L. (2015) Triggers of contingency in mathematics teaching. Research in Mathematics Education 17(2), pp. 7491 DOI:10.1080/14794802.2015.1018931
Ineson, G., Voutsina, C, Fielding, H., Barber, P. and Rowland, T. (2015) Deconstructing ‘good practice’ teaching videos: an analysis of preservice teachers’ reflections. Mathematics Teacher Education and Development 17(2), pp. 4563
2016
Lin, FL. and Rowland, T. (2016). PreService and InService Mathematics Teachers’ Knowledge and Professional Development. In A. Gutierrez, G. C. Leder, & P. Boero, The Second Handbook of Research on the Psychology of Mathematics Education (483520). Rotterdam, The Netherlands: Sense Publishers.
de la Fuente, A, Rowland, T. and Deulofeu, J. (2016) Developing algebraic language in a problem solving environment: the role of teacher knowledge. Proceedings of the British Society for Research into Learning Mathematics 36(1) pp. 2530.
2017
Flesvig, S., Rowland, T. and Eriksen, E. (2017) Preservice teachers using the Knowledge Quartet as a tool to analyse and reflect on their own teaching. In T. Dooley & G. Gueudet (Eds) Proceedings of the Tenth Conference of the European Society for Research in Mathematics Education (pp. 32963304) Dublin: Dublin City University and ERME.
Rowland, T. and Turner, (F). (2017) Who owns a theory? The democratic evolution of the Knowledge Quartet. In B. Kaur, W.K. Ho, T.L. Toh & B.H. Choy (Eds.) Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 105102. Singapore: PME.
2018
Rowland, T. (2018) Mathematics knowledge for teaching: what have we learned? In Yeping Li and Rongjin Huang (Eds). How Chinese Acquire and Improve Mathematics Knowledge for Teaching, pp. 277288. Leiden, the Netherlands. Brill/Sense Publishers.
Tim Rowland, Gwen Ineson, Julie Alderton, Gina Donaldson, Chronoula Voutsina & Kirsty Wilson (2018) Primary preservice teachers: reasoning and generalisation. In Golding, J., Bretscher, N., Crisan, C., Geraniou, E., Hodgen J. and Morgan (Eds). Research Proceedings of the 9th British Congress on Mathematics Education
2019
Rowland, T. (2019) Frameworks for conceptualizing mathematics teacher knowledge. In Encyclopaedia of Teacher Education, edited by Michael A. Peters. Springer
