# Extending the Notion of Specialized Content Knowledge: Proposing constructs for SCK

## Keywords:

evaluation of mathematics content knowledge for teaching, mathematical explanations, mathematical representations, mathematics teacher education## Abstract

While it is widely believed that*Specialized Content Knowledge*(SCK) is essential to effective and quality mathematics teaching, the specific constructs that compose SCK remain underspecified. This paper describes the development and use of a new framework that extends the notion of SCK. The framework was trialled with a cohort of 90 first year Bachelor of Education (Primary) pre-service teachers who enrolled in a regional Australian university. The preservice teachers undertook a mathematics test, which required them to address school students’ misconceptions and to explain specific mathematical concepts. Resultant data (i.e., the pre-service teachers’ responses to the written test) provided an empirical basis for the proposed constructs of SCK. The analysis of the data allowed insight into the central question: whether the proposed framework enables researchers to unfold details of SCK. Ultimately, we aim to conceptualise the constructs of SCK through elaborating the theoretical and empirical basis.

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