Interconnections between Content Knowledge and Pedagogical Content Knowledge of a University Lecturer in Linear Algebra

The aim of this study is to deepen our understanding the practice a lecturer in linear algebra by exploring connections he makes between his content knowledge and pedagogical while working on topic matrices. Data were collected through video recordings classes semi-structured interviews, analysed with Mathematics Teacher’s Specialised Knowledge model. Instances classroom performance, supported teacher’s own affirmations, provided evidence relating categories comprising model, enabled us establish lecturer’s knowledge, students’ learning capabilities, teaching mathematics, which together account for practice: use varied examples introduce new content, highlighting most salient aspects topic, alerts about potential errors difficulties. contribution that these results could make training university teachers, would be done areas difficulty shown teacher mind, used other elements their knowledge. interconnections identified also serve validate usefulness theoretical model studying teachers’