This literature review examines the models, theories, and research in mathematics education that are informed by Shulman's (1986) construct, Pedagogical Content Knowledge (PCK). The application of the concept differs in nature and volume across the levels of schooling. The research that is reported includes substantial work at the elementary level, fewer studies conducted at the secondary level, and finally, a limited but increasing number of studies at the university level where future teachers are prepared. Even with the differences in volume across grade bands, a significant use of PCK is evident in the literature on mathematics education.
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