1 CONCEPTUALISING TEACHERS ’ MATHEMATICAL KNOWLEDGE FOR TEACHING

In the literature different analytic models of teachers ’ knowledge are proposed. Currently, there is no agreement on a widely accepted model that can be used to describe teachers ’ mathematical knowledge for teaching. Our aim is to discuss the different models of teachers ’ knowledge existing in the literature, and explain how these can be understood as elaborating Shulman’s (1986) conceptualisation of content related categories of teachers ’ knowledge. Furthermore, this paper aims to show how the existing models on teachers ’ knowledge can be seen as a start in addressing concerns about whether the distinction between SMK and PCK could and should be made. We go on to suggest a number of research questions and explore the individualistic nature of conceptions of PCK. Clearly, Shulman (1986) initiated a new wave of thinking about teachers ’ knowledge by suggesting that content should matter in teaching. The most important claim in his account is that both knowledge of the subject and knowledge of pedagogy are needed in effective teaching. Fennema and Franke (1992) built on the work of Shulman by suggesting that knowledge needed for teaching is interactive and dynamic in nature, and research methodology needs to focus on understanding the interrelation between theoretical knowledge domains. The Knowledge Quarte