Pedagogical content knowledge for teaching primary mathematics: A case study of two teachers

This paper explores the usefulness of a framework for investigating teachers? Pedagogical Content Knowledge (PCK). Two primary mathematics teachers completed a questionnaire about mathematics and mathematics teaching, and were interviewed about their responses. These responses were then analysed using the PCK framework. The PCK held by the two teachers was found to differ in many ways, including the connectedness of their knowledge, and the specificity with which they discussed the mathematics involved.