Didaktické znalosti obsahu a matematické vzdělávání učitelů

In the introduction we outline some problems of mathematics education, especially the problem of instructive and constructive approaches to learning. In the second part we compare the concept of pedagogical content knowledge with the concept of didactics as school formation. We prove that Shulman’s missing paradigm is plentifully represented in Czech didactics. Further, we characterize global and partial transformations as diff erent approaches to development of pedagogical content knowledge. The issue of understanding is discussed together with the work of Liping Ma and stresses the importance of so called “good practice”. The third part deals with the possibilities of integration of didactic and content dimensions of mathematics in teacher education.