Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study

Abstract This paper compares and contrasts two approaches that are widely used in the English- German-speaking discourse on mathematics teacher knowledge: ‘mathematical knowledge for teaching’ ‘mathematics didactic knowledge’. It is proposed these constructs based distinct theoretical conceptual positions origins. Mathematical teaching viewed as a utilitarian-pragmatic approach rooted English-speaking traditions it focuses its use represents practice-based conceptualization of domains required teaching. Mathematics knowledge, other hand, considered normative-descriptive formulated principles broader perspectives, providing theory-driven didactics mathematics. The further highlights similarities differences through an examination central domains: specialized content (part mathematical teaching) subject matter knowledge).