What makes mathematics teacher knowledge specialized? Offering alternative views

Thorsten Scheiner*, Miguel A. Montes, Juan D. Godino, José Carrillo, Luis R. Pino-Fan

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    44 Citations (Scopus)


    The purpose of this article is to contribute to the discussion of mathematics teacher knowledge, and the question of what makes it specialized. In the first part of the article, central orientations in conceptualizing mathematics teacher knowledge are identified and the more serious limitations of the grounds on which they stand are explicated. In the second part of the article, alternative views are offered to each of these orientations that direct attention to underexplored issues about what makes mathematics teacher knowledge specialized. Collectively, these alternative views suggest that specialization in mathematics teacher knowledge cannot be comprehensively accounted for by ‘what’ teachers know, but rather by ‘how’ teachers’ knowing comes into being. We conclude that it is not a kind of knowledge but a style of knowing that signifies specialization in mathematics teacher knowledge.

    Original languageEnglish
    Pages (from-to)153–172
    Number of pages20
    JournalInternational Journal of Science and Mathematics Education
    Issue number1
    Early online date29 Sep 2017
    Publication statusPublished - Jan 2019


    • mathematical knowledge for teaching
    • pedagogical content knowledge
    • specialized knowledge
    • teacher knowledge
    • teacher professionalism


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