Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction

Shandy Hauk, Allison Toney, Billy Jackson, Reshmi Nair, Jenq-Jong Tsay


The accepted framing of mathematics pedagogical content knowledge (PCK) as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.


pedagogical content knowledge; discourse; intercultural awareness

Full Text:




  • There are currently no refbacks.

Copyright (c) 2014 Dialogic Pedagogy: An International Online Journal

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.