Abstract

Extant research on the teachers’ knowledge includes limited studies focusing on teachers at university level. In this work, based on the Mathematics Teacher’s Specialised Knowledge (MTSK) model and through an instrumental case study, knowledge of a lecturer in a real analysis course for prospective mathematics teachers is analyzed. We exemplified lecturer knowledge in different subdomains of the MTSK model. These results contribute to the understanding and characterization of the components of mathematics teacher’s specialised knowledge at the university level.