Dimensions of mathematics teaching and their implications for mathematics teacher education

Developing the professional competence of mathematics teachers we need to consider different dimensions, for example, the content knowledge, the pedagogical content knowledge, and the pedagogical knowledge. Empirical studies in this area seem to provoke certain "trends" regarding the conclusions about "most effective" characteristics of a good (mathematics) teacher. Our findings with future mathematics teachers show that our students over-emphasize the pedagogical dimension while almost neglecting the importance of content knowledge. We analyse how the different dimensions interdepend and present exemplary learning scenarios for the education of future mathematics teachers focussing on the content knowledge dimension but, at the same time, combining it with pedagogical intentions derived from the special nature of our subject.