RT Journal Article
T1 Interconnections between Content Knowledge and Pedagogical Content Knowledge of a University Lecturer in Linear Algebra
A1 Vasco Mora, Diana Lucía
A1 Climent Rodríguez, Nuria
A1 Escudero-Ávila, Dinazar Isabel
AB The aim of this study is to deepen our understanding of the practice of a lecturer in linearalgebra by exploring the connections he makes between his content knowledge and his pedagogicalcontent knowledge while working on the topic of matrices. Data were collected through videorecordings of his classes and semi-structured interviews, and were analysed with the MathematicsTeacher’s Specialised Knowledge model. Instances of classroom performance, supported by theteacher’s own affirmations, provided evidence relating to the categories comprising the model, andenabled us to establish connections between the lecturer’s knowledge, his understanding of hisstudents’ learning capabilities, and his knowledge of teaching mathematics, which together accountfor his classroom practice: the use of varied examples to introduce new content, the highlighting ofthe most salient aspects of the topic, and alerts about potential errors and difficulties. The contributionthat these results could make to the training of university teachers, which would be done with theknowledge of the areas of difficulty shown by the teacher in mind, could be used to deepen otherelements of their pedagogical content knowledge. The interconnections between areas of knowledgeidentified by the study also serve to validate the usefulness of a theoretical model for studyingteachers’ knowledge
PB MDPI
SN 2227-7390 (electrónico)
YR 2021
FD 2021
LK http://hdl.handle.net/10272/20174
UL http://hdl.handle.net/10272/20174
LA eng
NO Vasco-Mora, D., Climent-Rodríguez, N., & Escudero-Ávila, D. (2021). Interconnections between Content Knowledge and Pedagogical Content Knowledge of a University Lecturer in Linear Algebra. Mathematics, 9(20), 2542. https://doi.org/10.3390/math9202542
NO This research was financed by the COIDESO research centre at the University of Huelva,the Ministry of Science, Innovation and Universities of the Government of Spain (project: RTI2018-096547-B-I00), and the research group DESYM (HUM-168)
DS Repositorio Institucional de la Universidad de Huelva
RD 1 jun 2026