My conclusion

Rowland et al.
KQ is a potential productive tool to help us in identifying knowledge needed for teaching, to develop and deepening that knowledge. It could be a tool for teacher's reflection, a tool for focusing discussion on maths content.

However,
- I am not very sure, what is new from other forms. My experiences, we sometimes have a good form of observation, but it depends on how people operate.

- it says, this can help us to understand how SMK and PCK come into play in the action of teaching, but it's not very clear in which data. Is it because they argue, it's less important to detail of those aspects.

Empirical data: 24 videos

Problem they are addressing:

Zaskis:

Horizon knowledge
clarifying, conceptualising, and investigating the role of AMK to the work of teaching (theoretically and empirically)

The significant is to help us to reflect the connection between advanced math and school math. Teaching adv maths without making connection with the school math unlikely to contribute to the work of teaching.
The empirical study also clearly shown that advanced math that closely related to school maths was perceived useful for teachers.

Empirical studies, 45 secondary teachers, using questionnaire but 10 preferred to set up in clinical interview.

Ball et al:

Conceptualising content knowledge
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