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Abstract
How ‘pedagogical content knowledge’ is acquired within school‐based Initial Teacher Education (ITE) courses is particularly relevant in the UK where all post‐graduate student teachers for the secondary age range are required to spend two‐thirds of their time in school. Within such school‐based ITE it is principally the mathematics mentor who has the job of helping the student‐teacher learn ways that his or her mathematical knowledge can be used to create activities for pupils to learn mathematics. This paper considers possible ‘dimensions’ of mentoring practice that relate particularly to mathematics.