Mathematical knowledge for teaching (MKT) is often thought of as a transformed, mutually-influencing mixture of content and pedagogy. However when individuals' MKT does not integrate content and pedagogy, one type of knowledge can supersede the other, sometimes unconsciously. We exemplify this with Emma, a prospective elementary teacher, whose…

This paper first reports on the methodology of a study of teacher knowledge for statistics, conducted in a classroom at the primary school level. The methodology included videotaping of a sequence of lessons that involved students in investigating multivariate data sets, followed up by audiotaped interviews with each teacher. These stimulated…