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Mathematics is a science related to concepts of knowledge which are very important. In learning mathematics, the conceptual knowledge and mathematics knowledge for teaching (MKT) are the two fundamental things and cannot be separated from one another. This article has reviewed the literature on mathematical knowledge for teaching based conceptual (MKT-C) and developed a theoretical framework for such constructs that Ball and Bloom have developed. MKTC in the material content knowledge domain includes common content knowledge based conceptual (CCK-C), specialized content knowledge based conceptual (SCK-C) and knowledge at the mathematical horizon based conceptual (KMH-C). While MKT-C in the pedagogic domain includes: knowledge of content and students based conceptual (KCS-C), knowledge of content and teaching based conceptual (KCT-C), and knowledge of content and curriculum-based conceptual (KCCC), this study also highlights how the interaction of components in the construct is. This theoretical framework is expected to demonstrate how to construct teachers' knowledge of conceptual-based teaching. Keywords—conceptual knowledge, mathematics knowledge for teaching, mathematical knowledge for teaching based

What Construct of Mathematical Knowledge for Teaching do Mathematics Teachers Need? (A Theoretical Framework and Conceptualization in Geometry)