International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Mathematics Content and Mathematics Pedagogy Knowledge: How Do They Interact?

Vesife Hatisaru, Steven Richardson

Edith Cowan University

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 579–586ISSN 2790-36482026Scopus conference code 336559
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Abstract

This paper raises questions about interactions between mathematics content and mathematics pedagogy knowledge. We draw on data from a larger study on examining secondary preservice mathematics teachers’ proficiency in algebra and its teaching. These data were collected in an Australian initial teacher education course, where a set of algebraic word problems were implemented, and were analysed by using sample indicators of school algebra (SA) and algebra teaching (AT) knowledge, drawn from the Teachers’ Knowledge of Algebra for Teaching framework (Reckase et al., 2015). The findings highlight complex interactions between the two knowledge categories, where SA knowledge provides a foundation for AT yet does not guarantee it.

Keywords

algebramathematics knowledgemathematics pedagogypreservice teachers

Recommended citation

Hatisaru, V., & Richardson, S. (2026). Mathematics Content and Mathematics Pedagogy Knowledge: How Do They Interact?. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 579–586). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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