Prospective Teachers' Subjective - Matter Knowledge and Pedagogical Concept Knowledge of Derivative Concept

This study investigated prospective secondary teachers' subject-matter knowledge and its interrelations with pedagogical content knowledge in the context of teaching the derivative concept. The data was collected by questionnaires, participated observation and interviews concerning the knowledge of derivative. The analysis shows that subjects' proceptual view of various context provide effective access to teach the derivative concept. However, most prospective teachers had limited view of subject - matter knowledge, so that they could not be able to create significant pedagogical content strategies.