Résumé
In this paper, the result of doctoral research (Robo, 2021), we present an adaptation of the Pedagogical Content Knowledge (PCK) model initiated by Shulman (1986) to identify the professional knowledge and beliefs of schoolteachers relating to taking contexts into account. We call this model Pedagogical Content Knowledge Context (PCKC). We consider PCKC from a theoretical point of view, but also as a methodological tool for describing "different aspects of mathematics teaching in culturally and linguistically diverse contexts", which for ICME15 falls within theme 2 of TSG 2.4. In this text, we outline and exemplify the construction of this model.