This article elaborates on the notion of mathematical knowledge for teaching. It argues that the well-known conceptual/procedural distinction is limited and limiting, and that a more useful notion has to go beyond dichotomies in conceptualising knowledge, as well as beyond dichotomies between knowledge and practice. The article argues that mathematical knowledge and teaching practices are mutually constitutive and that the notion of thinking practices draws the two together in a more useful conception of both. Some data are presented to exemplify the concept.