Content Knowledge for Teaching: What Makes It Special?
Abstract
This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the study was to investigate the nature of professionally oriented subject matter knowledge in mathematics by studying actual mathematics teaching and identifying mathematical knowledge for teaching based on analyses of the mathematical problems that arise in teaching. In conjunction, measures of mathematical knowledge for teaching were developed. These lines of research indicate at least two empirically discernable subdomains within pedagogical content knowledge ( knowledge of content and students and knowledge of content and teaching) and an important subdomain of “pure” content knowledge unique to the work of teaching, specialized content knowledge , which is distinct from the common content knowledge needed by teachers and nonteachers alike. The article concludes with a discussion of the next steps needed to develop a useful theory of content knowledge for teaching.
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Preservice teachers often demonstrate stronger competence in anticipatory tasks such as planning and task design than in enacted teaching, which requires real-time pedagogical judgment and responsiveness to student thinking.
“This pattern is consistent with prior research showing that preservice teachers often demonstrate stronger competence in anticipatory tasks such as planning and task design than in enacted teaching, which requires real-time pedagogical judgment and responsiveness to student thinking (Ball et al., 2008; Darling-Hammond and Snyder, 2000).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Ball et al., 2008
The present findings suggest that FLA offers stronger warrants for developmental and classificatory decisions because it aligns more closely with the multidimensional and uneven nature of preservice teacher learning.
“The present findings suggest that FLA offers stronger warrants for developmental and classificatory decisions because it aligns more closely with the multidimensional and uneven nature of preservice teacher learning (Ball et al., 2008; Grossman et al., 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Ball et al., 2008
Teaching competence involves coordination across domains rather than accumulation within them.
“teaching competence involves coordination across domains rather than accumulation within them (Ball et al., 2008).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Ball et al., 2008
Developing knowledge of students' misconceptions is a key component of MPCK, as is developing knowledge of their ideas and mathematical thinking.
“Developing knowledge of students' misconceptions is a key component of MPCK (Chick et al., 2006), as is developing knowledge of their ideas and mathematical thinking (Ball, Thames & Phelps, 2008).”
From Mentoring and preparing primary school mathematics teachers (2020) · cites this paper as Ball, Thames & Phelps, 2008
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References 53 · Cited by 5,388
- Authors
- Loewenberg Ball, D., Thames, M. H., & Phelps, G.
- Affiliations
- University of Michigan,
- University of Michigan (US)
- ORCID
- Phelps, Geoffrey
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2008-11
- Volume
- 59
- Issue
- 5
- Pages
- 389-407
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2115258890
- Cited by
- 5,388
- References
- 53
- Citations by year
- 2026: 298 · 2025: 280 · 2024: 288 · 2023: 353 · 2022: 384 · 2021: 421 · 2020: 400 · 2019: 423 · 2018: 367 · 2017: 350 · 2016: 364 · 2015: 366 · 2014: 285 · 2013: 267 · 2012: 219
- FWCI
- 458.98
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Teacher Education (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Physical Sciences › Mathematics › Modeling and Simulation › Mathematics Education and Programs
- Keywords
- teacher content knowledge, pedagogical content knowledge, mathematical knowledge for teaching, specialized content knowledge, mathematics education, mathematics teacher education, teacher knowledge assessment
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