An Inquiry into the Influences of Pedagogical Content Knowledge and Epistemological Stance on Teachers' Approach to Teaching Fundamental Theorem of Calculus
This qualitative study examined four university mathematics instructors with differing levels of educational and teaching experience. We considered data from our individual interviews with these four instructors. The analysis of these interviews lead us to discover that common influences on instructors' approach to the FTC include KCS, SCK, CCK, and personal epistemological beliefs. However, the impact of these factors may differ from instructor to instructor. The data also suggests that PCK consists of overlapping components, contrary to Hill, Ball, Schilling (2008) construct of PCK.