“…Whilst not referring to mathematics per se, Shulman differentiated amongst subject matter knowledge (SMK), pedagogic content knowledge (PCK), curriculum knowledge (CK) and five other aspects of knowledge used for teaching. Drawing upon this vocabulary, a number of studies focusing on the mathematics curriculum have been undertaken in an attempt to link SMK (often supported by PCK) to pupils' mathematical achievement (Ball et al, 2005;Goulding et al, 2002;Ma, 1999;National Commission on Teaching and America's Future, 1996;Ofsted, 1994;Ubuz & Yayan, 2010;US DoE, 2008;Wong, Rowland, Chan, Cheung, & Han, 2008).…”