Chinnappan, M.White, B.Trenholm, S.2025-12-182025-12-182018Source details - Title: International Perspectives on the Teaching and Learning of Geometry in Secondary Schools, 2018, Ch.9, pp.145-1619783319774756https://hdl.handle.net/11541.2/139967Teacher knowledge that supports effective mathematics teaching has come under scrutiny alongside associated theoretical developments in the education field. Amongst these developments, the Mathematics Knowledge for Teaching (MKT) framework by Ball et al. (J Teacher Educ 59(5):389-407, 2008) has been one of the most influential. While MKT has been useful in helping us identify the knowledge strands teachers need for effective practice, the interplay among MKT's knowledge strands during the course of teaching has received less attention. In this study, we address this issue by exploring interaction between Subject Matter Knowledge (SMK) and Pedagogical Content Knowledge (PCK) in the domain of secondary geometry. We provide results of a preliminary study of SMK and PCK in the context of a teacher teaching students how to construct and bisect an acute angle with the aid of compass and ruler only. Our analysis suggests future research needs to consider (a) the particular characteristics of the discipline of geometry and (b) the developmental knowledge trajectories of teachers of geometry in order to better understand how teachers' SMK influences and influenced by PCK.enCopyright 2018 Springerconjecturing in geometryteaching geometrypedagogical content knowledgeBook chapter10.1007/978-3-319-77476-3_9