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dc.contributor.authorVasco Mora, Diana Lucía
dc.contributor.authorCliment Rodríguez, Nuria 
dc.contributor.authorEscudero, Dinazar I.
dc.date.accessioned2021-10-14T09:32:51Z
dc.date.available2021-10-14T09:32:51Z
dc.date.issued2021
dc.identifier.citationVasco-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/math9202542es_ES
dc.identifier.issn2227-7390 (electrónico)
dc.identifier.urihttp://hdl.handle.net/10272/20174
dc.description.abstractThe aim of this study is to deepen our understanding of the practice of a lecturer in linear algebra by exploring the connections he makes between his content knowledge and his pedagogical content knowledge while working on the topic of matrices. Data were collected through video recordings of his classes and semi-structured interviews, and were analysed with the Mathematics Teacher’s Specialised Knowledge model. Instances of classroom performance, supported by the teacher’s own affirmations, provided evidence relating to the categories comprising the model, and enabled us to establish connections between the lecturer’s knowledge, his understanding of his students’ learning capabilities, and his knowledge of teaching mathematics, which together account for his classroom practice: the use of varied examples to introduce new content, the highlighting of the most salient aspects of the topic, and alerts about potential errors and difficulties. The contribution that these results could make to the training of university teachers, which would be done with the knowledge of the areas of difficulty shown by the teacher in mind, could be used to deepen other elements of their pedagogical content knowledge. The interconnections between areas of knowledge identified by the study also serve to validate the usefulness of a theoretical model for studying teachers’ knowledgees_ES
dc.description.sponsorshipThis 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)
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.relation.isversionofPublisher’s version
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/*
dc.subject.otherContent analysises_ES
dc.subject.otherCase studyes_ES
dc.subject.otherLinear algebraes_ES
dc.subject.otherMatriceses_ES
dc.subject.otherTeacher knowledgees_ES
dc.subject.otherTertiary educationes_ES
dc.subject.otherLearning theoryes_ES
dc.titleInterconnections between Content Knowledge and Pedagogical Content Knowledge of a University Lecturer in Linear Algebraes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.identifier.doi10.3390/math9202542
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.subject.unesco58 Pedagogíaes_ES


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