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Pedagogical Knowledge (PK) is one of teachers’ knowledge that important in teaching and learning process. Prospective mathematics teachers’ development in the PK is the key to its successful implementation. This research aims to describe prospective mathematics teachers’ understanding about PK and their opinions about university mathematics education courses that contribute. The research was a qualitative research using phenomenological approach. Data were collected through in-depth interview followed by focus group discussion (FGD) that involved 6 final-years mathematics education students and 5 professional teacher program students in Yogyakarta State University, both have done micro-teaching practice. The data were analysed by means of Cresswell’s step. The result of the study showed that prospective mathematics teachers have been able to explain PK and has mentioned the elements of PK. However, they had various opinions about which courses contribute to the development of their own PK. But, the implementation of these lectures still needs to be improved, such as advice from the prospective mathematics teacher, which is to expand teaching practices and update information about the system that applies in the school.

Prospective mathematics teachers’ understanding of pedagogical knowledge: what and where it came from