Toward a framework for the development of mathematical knowledge for teaching

Jason Silverman, Patrick Thompson

Research output: Contribution to journalArticlepeer-review

142 Scopus citations


Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident - that content knowledge itself was not sufficient for teachers to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics. One such conceptualization that shows promise is mathematical knowledge for teaching - mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has started to gain attention as an important concept in the mathematics teacher education research community, there is limited understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article, we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in both mathematics education and the learning sciences.

Original languageEnglish (US)
Pages (from-to)499-511
Number of pages13
JournalJournal of Mathematics Teacher Education
Issue number6
StatePublished - Nov 2008


  • Mathematical knowledge for teaching
  • Mathematics teacher education
  • Pedagogical content knowledge

ASJC Scopus subject areas

  • Education
  • General Mathematics


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