# Professional Knowledge of Practising Teachers of Mathematics

Chapter

## Abstract

Teachers’ knowledge of mathematics has become a central focus of educational researchers and policy makers with conceptions of teacher knowledge continuously being transformed. Intuitively, we have known for some time what research now provides an evidence base for—that “teacher knowledge matters” (Sullivan, 2008b, p. 2). But exactly *what* knowledge matters more, and *why*, are more significant and vexing questions for researchers and educators to address. Consequently, attention has moved beyond looking solely at what knowledge teachers possess to *why* different types of knowledge are important and *how* that knowledge is acquired, studied and impacts on the quality of instruction.

## Keywords

Content Knowledge Pedagogical Content Knowledge Mathematical Knowledge Professional Learning Professional Knowledge
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## References

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