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Abstract
In this article we focus on university lecturers’ approaches to the service teaching and factors that influence their approaches. We present data obtained from the interviews with 19 mathematics and three physics lecturers along with the observations of two mathematics lecturers’ calculus courses. The findings show that lecturers’ approaches to teaching the same topic vary across departments; that is, they consciously privilege different aspects of mathematics, set different questions on examinations and follow different textbooks while teaching in different departments. We discuss factors influencing lecturers’ decision of what (mathematics) to teach in different departments and offer educational implications for service mathematics teaching in terms of students’ mathematical needs and the role of mathematics for client students.
Acknowledgements
An earlier version of this article is presented in 30th Conference of the International Group for the Psychology of Mathematics Education, in Prague, Czech Republic. We would also like to thank to reviewers for their insightful comments on the first version of this article. Their comments have helped us to improve this article in a substantial way.