Currently, research focusing on pre-service teachers’ perceptions and knowledge of pedagogic strategies for mathematics is limited. To respond to this limitation, this qualitative study was located within an interpretive paradigm and aimed to explore pre-service teachers’ perceptions of pedagogic strategies for the teaching of mathematics. The study was framed within the ambit of social constructivism and Shulman’s teacher knowledge model, focusing on teachers’ pedagogical content knowledge. Each of the 32 participants in the main study was asked to complete two questionnaires at subsequent stages within the research process. Consequently, participants were invited to participate in semi-structured individual interviews. All 32 participants that participated in the main study were interviewed. The findings demonstrate that pre-service teachers are aware of the pedagogic strategies employed in mathematics classrooms, but they have difficulty in transforming this knowledge into pedagogical content knowledge. The findings may be of importance to mathematics teachers, mathematics teacher educators and researchers within the field.

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