The complex and integrated nature of a mathematics lecturer’s specialized knowledge

Abstract

Knowledge required to teach mathematics at the university level is a current and relevant research topic in Mathematics Education. Thus, the case study presented in this article pertains to one mathematics lecturer whose knowledge is examined focusing on his delivery of a Multivariable Calculus course. The data required were gathered via classroom observations and a semi-structured interview and were subsequently analyzed through the lens of the Mathematics Teacher’s Specialized Knowledge model. The interactions among different components of the lecturer’s specialized knowledge that were identified in terms of intra-domain and inter-domain relationships provide empirical support for the complex and integrated nature of the mathematics lecturer’s knowledge.

KEYWORDS:

• Mathematics lecturer
• specialized knowledge
• multivariable calculus
• university level
• knowledge interactions

Acknowledgements

In the first version of this manuscript, we had the support and review of Professor José Carrillo (R.I.P.) to whom we are grateful for his valuable contributions. The authors of this article are members of Red Iberoamericana MTSK, recognized by Asociación Universitaria Iberoamericana de Postgrado (AUIP). Proyecto Núcleo VRIEA 039.349 is gratefully acknowledged.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Agencia Nacional de Investigación y Desarrollo (ANID), Beca de Doctorado año 2017, folio 21170442.