Shulman (1986) conceptualized pedagogical content knowledge (PCK) at the intersection of content knowledge and pedagogical knowledge. In this paper, I re-explore the intersection of content—in our case, mathematics—and pedagogy, not in terms of domains of knowledge, but in terms of domains of practice. I conceptualize, describe, and exemplify what ideas at the intersection of mathematical practices and pedagogical practices might mean—which I refer to as pedagogical mathematical practices (PMPs)—and then explore what the potential implications for such a construct might be in teacher education, and how it might be useful for, and used by, the field.