Teachers’ knowledge has been an interesting research topic, especially after the development of Shulman’s
teachers’ knowledge categories in 1986. In this paper, we report on analysis of the knowledge of Rwandan grade 6
mathematics’ teachers, sampled in 19 schools from 7 different districts through random stratified sampling. A test and
a questionnaire were used as data collection tools including questions on Content Knowledge (CK) and Pedagogical
Content Knowledge (PCK).The results reveal that the teachers’ CK is best in numbers and measurements whereas
their PCK is much better in unpacking mathematics compared to the other three PCK sub-categories considered in
this study. As this is possible the first study of this kind done in Rwanda, further research to interrogate the above
results is encouraged.