Abstract
This study attempts to identify theinfluence of student teachers' subject matterknowledge for teaching on the process ofpedagogical reasoning. This influence isstudied through the way in which the concept offunction is presented to pupils in teachingthrough the textbook problems. Our findingsshow that the four student teachers in ourstudy differed in their subject-matterknowledge for teaching both in the differentaspects of concepts they emphasised and in theuse of a representation repertoire to structurelearning activities. All of this conditionedthe use of graphical and algebraic modes intheir planning of subject matter to bepresented to pupils. We explored also theinfluence of images of mathematics,teaching and learning on student teachers'organisation of the subject matter forteaching, but found this only slight. Finally,regarding the relationship between subjectmatter knowledge and pedagogical contentknowledge in student-teachers' ways of knowingthe subject matter, we offer some implicationsof these findings for mathematics teachereducation programmes.
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