Investigating the transformation of a secondary teacher’s knowledge of trigonometric functions

Shulman (1987) defined pedagogical content knowledge as the required to transform subject-matter into curricular material and representations. This paper presents results of an exploratory case study that examined a secondary teacher’s sine cosine values in both clinical professional settings discern characteristics mathematical schemes facilitate their transformation learning artifacts experiences for students. My analysis revealed consisted uncoordinated quantitative arithmetic he was cognizant only behavioral proficiencies these enable, not mental actions conceptual operations they entail. Based on findings, I hypothesize extent which teacher is consciously aware activity comprises conceptions influences capacity representations effectively support students’ learning.