Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research

Pedagogical content knowledge (PCK) was introduced by Shulman in 1986 and refers to the knowledge teachers use to translate particular subject matter to students, taking into account possible (mis)conceptions. PCK was - and still is - very influential in research on teaching and teacher education, mainly within the natural sciences. The present study aims at a systematic review of the way PCK was conceptualized and (empirically) studied in mathematics education research. Based on a systematic search in the databases Eric, Psyclnfo and Web of Science 60 articles were reviewed. We identified different conceptualizations of PCK that in turn had a differential influence on the methods used in the study of PCK. (C) 2013 Elsevier Ltd. All rights reserved.