Mathematical knowledge for teaching as a didactic praxeology

It is widely acknowledged that teachers' work has both practical and theoretical dimensions, praxis logos, teacher education should address dimensions. However, as argued in this article, existing discourses for describing the mathematical knowledge of teachers what it takes to become competent are not always clear extent these about practices mathematics teaching or theories provide arguments practices. Specifically, I argue coordination framework (MKT) with analytical distinction logos combined Moreover, have backed argument examples proposed categories adjusted from body education. Each category framework, whether concerning a method consideration, was indeed exemplified by some concept, approach, perspective field The believe, would prove useful engaging discursively, instance, analyzing materials determine which they offer mere methods, arguments, combination both.