All rights reservedMaher, NicoleChick, HelenMuir, TraceyLeong, Yew HoongKaur, BerinderjeetChoy, Ban HengYeo, Joseph Boon WooiChin, Sze Looi2025-10-1620212024-08-12978-1-920846-32-9https://hdl.handle.net/20.500.14802/10990Pedagogical Content Knowledge (PCK) is a powerful construct for examining the complexity of teacher knowledge. Together with teachers' moment-by-moment choices of action, it provides insight into teachers' knowledge and its influence on student learning. This paper investigates the PCK experienced by a senior secondary mathematics class during a lesson on probability. Data were gathered through observation, and student and teacher interviews. Multiple aspects of PCK were evident and were used in complex and dynamic ways.Pedagogical Content KnowledgeMathematics InstructionLearning ProcessesSecondary School TeachersMathematics TeachersTeacher AttitudesStudent AttitudesProbabilityLesson PlansTeaching MethodsConference paperOpen accessControlledPUB0201095339