摘要：Pedagogical content knowledge is consisted of two components: student knowledge, teachingstrategies. Student knowledge was defined to sub-categories as connecting prior knowledge to new knowledge,noticing students’ mistakes, identifying students’ difficulties of understanding. The aim of this study is toexamine middle school mathematics teachers’ pedagogical content knowledge in terms of student knowledgeregarding quadrilaterals. Interview method was used. 30 middle school mathematics teachers working at 12different schools in Turkey participated. Content analysis was used. Results show that teachers teach lessonstaking into consideration their students’ previous knowledge and new knowledge they do by “remindingquadrilaterals students previously learnt” or “making association between similar quadrilaterals. The teacherspointed out the students’ mistakes about quadrilaterals were group under three headings: mistakes regardingdefining quadrilaterals, mistakes regarding visual property, classification of quadrilaterals, and family relationwithin quadrilaterals. The students’ difficulties are summarized in two groups: difficulties identified related withtrapezoid, difficulties identified related with other quadrilaterals. Different studies can be carried out on differentpedagogical content knowledge components to examine the relationship between the results.
