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Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in teaching and learning processes. Understanding MKT, especially primary teachers, can predict the success of a goal instruction and analyze the weaknesses and improvements of the instruction. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum needs a task which should be identified teachers’ MKT including subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school.  We designed six tasks to examine 40 primary teachers’ MKT each of which respectively represent the categories of SMK (common content knowledge (CCK), specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), knowledge of content and curriculum (KCC)). While MKT remains has much attention of a lot of scholars, we consider knowledge of culture (KC) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their KC regarding MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in  statistics for primary teachers are suggested.

mathematical knowledge for teaching, statistics, primary teacher