Greg Oates, John Hannah, David Holgate, & Kevin McLeod
Recent studies suggest that, similar to secondary school teaching, appropriate mathematical and pedagogical content knowledge (MCK; PCK) and pedagogical technology knowledge (PTK) may also be necessary in order to make informed decisions about curricular values in undergraduate mathematics. There are a growing number of studies that examine these teacher competencies at the secondary school level, but there are few such studies in undergraduate mathematics. This paper discusses the design of a study that looks to examine university lecturers’ PCK and PTK, as a basis for a curriculum-wide examination of relative content value in first year undergraduate mathematics courses.