ABSTRACT
Since Shulman’s (1986) influential work on exploring what is an appropriate knowledge base for teachers, there has been a flurry of research activity and writing that further explores, delineates and expands notions of teacher mathematical knowledge, mathematics knowledge for teaching and mathematical pedagogical content knowledge internationally (Ball, Thames, ampentity Phelps, 2008; Hill ampentity Ball, 2009), regionally (Kazima ampentity Adler, 2006) and nationally (Adler ampentity Davis, 2006). Models of teacher knowledge comprise the domains of content knowledge; general pedagogical knowledge; context knowledge and pedagogical content knowledge.
