4.7 Article

Building a Model for Observing the Educational Practice of Mathematics Teachers

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

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Summary: This study aims to deepen our understanding of a lecturer's practice in linear algebra by exploring the connections he makes between his content knowledge and pedagogical content knowledge. The teacher's use of varied examples to introduce new content, highlighting key aspects of the topic, and alerting students to potential errors and difficulties showcases high classroom performance. The results provide valuable insights for the training of university teachers and validate the usefulness of a theoretical model for studying teachers' knowledge.

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