Abstract
We investigate the use of content knowledge and pedagogical content knowledge among 32 novices' and different types of experts' pedagogical reasoning, as exemplified in the field of mathematics education. Think-aloud interviews based on a planning task that required pedagogical reasoning were evaluated using verbal analysis. Our results show differences in the use of mathematics-related content knowledge and pedagogical content knowledge between novices and experts, as well as between types of experts. We conclude that novices tend to emphasise knowledge of teaching procedures and that experts’ use of knowledge is related to their respective qualifications and experiences.
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