Mathematics content and mathematics pedagogy knowledge: How do they interact?
Author Identifier (ORCID)
Abstract
This paper raises questions about interactions between mathematics content and mathematics pedagogy knowledge. We draw on data from a larger study on examining secondary preservice mathematics teachers’ proficiency in algebra and its teaching. These data were collected in an Australian initial teacher education course, where a set of algebraic word problems were implemented, and were analysed by using sample indicators of school algebra (SA) and algebra teaching (AT) knowledge, drawn from the Teachers’ Knowledge of Algebra for Teaching framework (Reckase et al., 2015). The findings highlight complex interactions between the two knowledge categories, where SA knowledge provides a foundation for AT yet does not guarantee it.
Keywords
mathematics pedagogy
Document Type
Conference Proceeding
Date of Publication
2026
Publication Title
The 49th Conference of the International Group for the Psychology of Mathematics Education
Publisher
International Group for the Psychology of Mathematics Education
School
School of Science
RAS ID
100224
Copyright
free_to_read
Recommended Citation
Hatisaru, K., & Richardson, S. (2026). Mathematics content and mathematics pedagogy knowledge: How do they interact? In H. Krzywacki, M. Hähkiöniemi, E. Haataja, M. Hannula, & P. Hästö (Eds.), Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports (pp. 579-586). PME.