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Despite the wide range of various conceptualisations of (mathematics) teachers’ knowledge, the literature is restricted in two interrelated respects: (1) the focus is (almost always) limited to the subject matter content, and (2) the form and nature of teachers’ knowledge seem not to have been noticed by researchers working in the field. The paper seeks to address these gaps by (a) broadening the current perspective to include an epistemological, cognitive, and didactical lens on the knowledge base for teaching mathematics, and (b) going beyond what the teachers’ knowledge is about to take account of how the knowledge is structured and organised. The theoretical work presented here intends to stimulate discussion about the structural description of this kind of knowledge.


Institute for Learning Sciences and Teacher Education

Document Type

Open Access Conference Paper

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Open Access