1970
Rowland, T. (1970) ‘A generalisation of a well-known puzzle’ Mathematics Teaching, 53, pp. 35-38.

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. 183-186.

1986
Rowland, T. (1986) ‘Problem solving with a micro’ Micromath Vol 2 No 3, pp. 22-23.

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 Calculator-Aware 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. 46-50.

1990
Rowland, T. (1990) ‘CAN openers’ Mathematics in School Vol 19 No 2, pp. 34-37.

1992
Rowland, T. (1992) ‘Pop Maths postscript’ Mathematical Gazette Vol 76 No 476, pp. 254-256.

Rowland, T. (1992) ‘Inadmissible evidence’ Micromath Vol 8 No 1, pp. 27-28.

Rowland, T. (1992) ‘Pointing with pronouns’ For the Learning of Mathematics 12(2), pp. 42-48.

1993
Rowland, T. (1993) ‘Hyperpainting: mind games for night riders’ Mathematics Teaching, 143, pp. 28-29.

1994
Rowland, T. (1994) ‘Talking about uncertainty’ Wain G. (ed) Research Papers: British Congress on Mathematics Education 1993. Leeds, University of Leeds, pp. 84-86.

Rowland, T. (1994) CAN in Suffolk: the First Six Months of a Calculator-Aware Number Curriculum. Cambridge: Homerton College Research Reports.

1995
Rowland, T. (1995) ‘Promoting cornflakes: what do you expect?’ Mathematical Gazette Vol 79 No 486, pp. 549-552.

Rowland, T. (1995) ‘Between the lines: the languages of mathematics’ in Anghileri, J (ed.) Children’s Thinking in Primary Mathematics. Cassell. pp. 54-73.

Rowland, T. (1995) ‘Inductive reasoning’ Proceedings of British Society for Research in Learning Mathematics, Loughborough, pp. 53-57.

Rowland, T. (1995) ‘Hedges in mathematics talk: linguistic pointers to uncertainty’ Educational Studies in Mathematics 29 (4), pp . 327-353.
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. 2-5.
Rowland, T. (1995) Vagueness in Mathematics Talk Unpublished doctoral thesis.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. 279-286.

Rowland, T. (1996) ‘Writing the thesis in mathematics education’ Proceedings of British Society for Research in Learning Mathematics, Sheffield, pp. 29-34.

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. 235-243.

Rowland, T. and Rousham, L. (1996) ‘Numeracy and Calculators’ in Merttens, R. (ed) Teaching Numeracy Leamington, Scholastic Press, pp. 61-76.

Rowland, T. and Bills, L. (1996) ‘Examples, Generalisation and Proof’ Proceedings of British Society for Research in Learning Mathematics London Institute of Education, pp. 1-7.

1997
Rowland, T. and Hall, R. (1997) ‘The classical form of Pythagorean triples’ Mathematical Gazette Vol 81 No 491 pp. 270-272.

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. 80-87. Lahti, Finland: University of Helsinki.

Rowland, T. (1997) ‘Dividing by three-quarters: what Susie saw’, Mathematics Teaching 160, pp. 30-33.

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. 65-72. 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. 91-96.

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. 114-127.

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. 103-116.

Rowland, T. (1999) ‘i is for induction’. Mathematics Teaching 167, pp. 23-27.
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. 19-24

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. 73-76.

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. 129-136. 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. 16-17

Rowland, T. (1999)’Mathematics: all in the mind?’ In Riley, J. and Prentice, R. (Eds) The Curriculum for 7-11 year olds. London, Paul Chapman Publishing. pp. 165-182

Rowland, T. (1999) ‘Pronouns in mathematics talk: power, vagueness and generalisation’ For the Learning of Mathematics 16(2) pp. 20-26

Rowland, T. (1999) ‘The Dorothy Gardner Memorial Lecture : The National Numeracy Strategy’. Institute of Education Child Development Society Newsletter 48, pp. 5-8

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. 79-84.

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. 3-18

Rowland, T. and Huckstep, P. (2000) ‘Creative Mathematics: Real or Rhetoric’ Educational Studies in Mathematics 42(1), pp. 81-100.

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 pre-service elementary school teachers’. In M. van den Heuvel-Panhuizen (ed.) Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, Volume 4 pp. 121-128. Utrecht, The Netherlands, Freudenthal Institute, Utrecht University

Huckstep, P. and Rowland, T. (2001) ‘Being creative with the truth? Self-expression 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. 183-196

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. 157-184). 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. 40-43

Rowland, T. (2001) ‘Safety in numbers? Number crunching and making sense’ Proceedings of the British Society for Research into Learning Mathematics 21(3) pp. 76-81

2002
Rowland, T. (2002) ‘Pragmatic perspectives on mathematics discourse’. In J. Novotná (Ed.) CERME2: European Research in Mathematics Education II pp. 408-419. Prague: Charles University.

Rowland, T., Martyn, S., Barber, P. and Heal, C. (2002) ‘The mathematics subject knowledge of pre-service elementary school teachers’. In D. Edge and B. H. Yeap (Eds.) Mathematics Education in a Knowledge-Based Era: Proceedings of the Second East Asian Regional Conference on Mathematics Education and Ninth Southeast Asian Conference on Mathematics Education Volume 2, pp. 274-280. 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. 230-235. 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. 59-64

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. 689-704

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. 37-42

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. 85-90.

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. 242-245). 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. 45-91). Beijing, China: Higher Education Press. (in Chinese).

Rowland, T. (2003) ‘Mathematics as human activity: a different handshakes problem.’ The Mathematics Educator, 7(2), pp. 55-70.

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. 91-96

Rowland, T., Huckstep, P. and Thwaites, A. (2003) ‘The knowledge quartet’. Proceedings of the British Society for Research into Learning Mathematics 23(3) pp. 97-102.

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. 17-19

Rowland, T. (2004) The Discourse of ‘Subtraction As Difference’. Proceedings of the British Society for Research into Learning Mathematics 24(2) pp. 91-97.

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. 121-128. Bergen, Norway: Bergen University College.

Rowland, T. (2004) ‘Mathematics Teaching: celebrating ‘the knowledge’. Mathematics in School 33(5) pp. 12-13

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. 69-81) 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. 168-175). 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. 97-102

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. 255-281

Rowland, T., Huckstep, P. and Thwaites, A. (2005) ‘Developing mathematics teaching: the genesis of the knowledge quartet’. Scientia Pedagogica Experimentalis XLII(2), pp. 331-350

2006
Rowland, T. (2006) ‘Subtraction – difference or comparison?’ Mathematics in School 35(2)
pp. 32-35

Hatch, G. and Rowland, T. (2006) ‘Learning to teach: Gill’s story’. Mathematics Teaching 196, pp. 3-7

Rowland, T. and Turner, F. (2006) ‘A framework for the observation and review of mathematics teaching’. Mathematics Education Review 18, pp. 3-17

Rowland, T. and Hatch, G. (2006) ‘Learning to teach: Tim’s story’. Mathematics Teaching 197, pp. 36-39

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. 1568-1578). 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 face-work’. 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. 257-264. Prague, Czech Republic: Charles University.

2007

Rowland, T. and Hatch, G. (2007) ‘Learning to Teach? The Assistant Lecturer in Colleges of Education 1960-75’. History of Education 36(1), pp. 65-88

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. 79-96.

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. 107-124

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. 13-26. Dublin: St Patrick’s College.

Rowland, T. (2007) ‘Prospective primary teachers’ use of mathematics teaching handbooks’. In D Pitta-Pantazi and G. Philippou (Eds.) Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (pp. 1965-1974). 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. 119-120

Nardi, E. and Rowland, T. (2008) ‘Research in Mathematics Education’. Proceedings of the British Society for Research into Learning Mathematics 28(1) pp. 59-64

Jones, K. and Rowland, T. (2008) ‘Brian Griffiths (1927-2008): a tribute to a pioneer in mathematics education’. Proceedings of the British Society for Research into Learning Mathematics 28(2) pp. 1-6.

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. 91-96.

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. 273-298). 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. 149-163

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. 197-219). 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. 17-24. 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. 133-139. 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. 49-61) 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. 435-444. Dublin: St Patrick’s College.

2010
Rowland, T. (2010) Knowledge for teaching: contrasting elementary and secondary mathematics. In V. Durand-Guerrier, S. Soury-Lavergne and F. Arzarello (Eds.) Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (pp. 1841-1850). Institut National de Recherche Pédagogique. www.inrp.fr/editions/cerme6

Wong, Ngai-Ying; Rowland, Tim; Chan,Wing-Sum; Cheung, Ka-Luen & Han, Ngai-Sze (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. 187-207. ISSN : 1226-6191

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. 97-104. 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: 978-9963-9520-2-1

Rowland, T. (2010) Frogs and ski-slopes: 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. 185-201). Lefkosia: University of Cyprus. ISBN: 978-9963-9520-2-1

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.195-212). 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. 85-90.

Rowland, T. (2011) Å undervise i elementær matematikk: ikkje så elementært likevel [Teaching elementary mathematics: not elementary after all]. Tangenten 1/2011, pp. 2-8 (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. 227-8

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. 73-80. 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. 2827-2837. 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 978-83-7338-683-9

2012

Rowland, T. (2012) Contrasting knowledge for elementary and secondary mathematics teaching. For the Learning of Mathematics 32(1), pp. 16-21

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. 54-66. Potchefsfroom, South Africa: North-West 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 T-Y Tso (Ed.) Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Volume 2, pp. 115-122. 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. 179-84.

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. 96-105. London: Routledge

Grandi, C. and Rowland, T. (2013) Developing one-to-one teacher-student interaction in post-16 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. 385-392. 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. 87-98). 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. 11-24) 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. 31-47). 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. 15-43

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. 1299-1308) 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. 3227-3236). 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. 317-328

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. 13-18.

Rowland, T. (2014) Communication: Hedged maxims. For the Learning of Mathematics 34(2), 45-6. [One of a set of themed communications, authors David Pimm, Lesley Rex, Beth Herbel-Eisenmann, 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. 235-238. https://link.springer.com/referenceworkentry/10.1007/978-94-007-4978-8_63

Salehmohamed, A. and Rowland, T. (2014) Whole-class interactions and code-switching in secondary mathematics teaching in Mauritius. Mathematics Education Research Journal, 26(3),, pp.555-577 DOI: 10.1007/s13394-013-0103-6

2015

Rowland, T. (2015) Teacher learning provoked by teaching: equal-area triangles. Tangenten 2/2015, pp. 43-48

Rowland, T., Thwaites, A. and Jared, L. (2015) Triggers of contingency in mathematics teaching. Research in Mathematics Education 17(2), pp. 74-91 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 pre-service teachers’ reflections. Mathematics Teacher Education and Development 17(2), pp. 45-63

2016

Lin, F-L. and Rowland, T. (2016). Pre-Service and In-Service 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 (483-520). 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. 25-30.

2017

Flesvig, S., Rowland, T. and Eriksen, E. (2017) Pre-service 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. 3296-3304) 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. 105-102. 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. 277-288. Leiden, the Netherlands. Brill/Sense Publishers.

Tim Rowland, Gwen Ineson, Julie Alderton, Gina Donaldson, Chronoula Voutsina & Kirsty Wilson (2018) Primary pre-service 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) Researching Mathematical Knowledge in Teaching. In Despina Potari and Olive Chapman (Eds.) International Handbook of Mathematics Teacher Education: Volume 1, pp. 105-128. Leiden, the Netherlands. Brill/Sense Publishers.

Rowland T. (2019) Mathematics Teacher Knowledge, Conceptual Frameworks. In: Peters M. (eds) Encyclopedia of Teacher Education. Springer, Singapore

2020

Sumeyra Dogan Coskun, Mine Isiksal Bostan & Tim Rowland (2020) An In-Service Primary Teacher’s Responses to Unexpected Moments in the Mathematics Classroom. International Journal of Science and Mathematics Education xxx (Vol 18.3??)

Gwen Ineson, Julie Alderton, Chronoula Voutsina, Kirsty Wilson, Gina Donaldson & Tim Rowland (2020) Tracing threads of awareness in initial teacher education: peer-collaboration. Proceedings of the 14th International Congress on Mathematical Education xxx   Shanghai July 2020

Rowland T. (2020) Frameworks for Conceptualizing Mathematics Teacher Knowledge. In: Lerman S. (eds) Encyclopedia of Mathematics Education. Springer, Cham

2021

Sumeyra Dogan Coskun, Mine Isiksal Bostan & Tim Rowland (2021) Surprises in the mathematics classroom: Some in-the-moment responses of a primary teacher. Mathematics Teacher Education and Development  23(1), pp. 91-112. (published online Oct 2020 https://mted.merga.net.au/index.php/mted/issue/view/53