摘要：The purpose of this study is to introduce the indicators of the Knowledge Quartet based on the literature on subject matter knowledge and pedagogical content knowledge, and to emphasize its importance. Knowledge quartet consists of four units named foundation, transformation, connection and contingency. In this study, indicators of the each unit were identified. The importance of the so-called indicators was highlighted in the literature on subject matter knowledge and pedagogical content knowledge related to mathematics education. The results showed that the knowledge quartet constitutes a detailed framework to investigate how the subject matter and pedagogical content knowledge of in-service and pre-service mathematics teachers were reflected in their teaching.
