2 Current Research on Prospective Secondary MathematicsrnTeachers’ Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3rnDespina Potari and João Pedro da Pontern1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3rn2 Methodology of the Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4rn3 Basic Information About Research on PSMT Knowledge . . . . . . . . . 4rn3.1 Mathematical Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4rn3.2 Aspects of PSMT Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . 5rn3.3 Theoretical and Methodological Perspectivesrnof PSMT Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6rn4 Exploration of PSMT Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . 6rn4.1 Large-Scale Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6rn4.2 Content-Specific Character of the Research . . . . . . . . . . . . . . . 9rn4.3 Relation of PSMT Knowledge to Teaching . . . . . . . . . . . . . . . 10rn4.4 Epistemological and Theoretical Issues . . . . . . . . . . . . . . . . . . 11rn5 Impact of Teacher Education Practices on PSMT Knowledge. . . . . . 11rn6 The Process of PSMT Knowledge Development in the Contextrnof Teacher Education Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13rn7 Final Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14rn3 Prospective Secondary Mathematics Teacher Preparationrnand Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17