1. Ball, D. L. (1997). What do students know? Facing challenges of distance, context, and desire to hear children. In B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (Vol. 2, pp. 769–818). Dordrecht, The Netherlands: Kluwer.
2. Ball, D. L. & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics (pp. 83–104). Westport, CT: Ablex.
3. Ball, D. L. & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional practice. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey-Bass.
4. Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, Fall, 14–22, 43–46.
5. Ball, D. L., Thames, M. H., & Phelps, G. (2005, April). Articulating domains of mathematical knowledge for teaching. Paper presented at the annual meeting of the American Educational Research Association, Montreal, QC, Canada.