This presentation is part of a Ph.D. project that aims to increase knowledge about how to support the development of teacher students’ pedagogical content knowledge (PCK) for teaching statistical inference. Dealing with the existing diversity of theoretical approaches is a well-known challenge for the research community. The focus of this short presentation is to compare two reputable frameworks: Mathematical knowledge for teaching (MKT) and Refined consensus model (RCM) for pedagogical content knowledge. This comparison will highlight their contributions, merits, shortcomings, and possible connections to evaluate and guide an on going teaching and learning design in teacher education for primary school. © Given to the authors 2022.