Linear algebra in engineering: a study of specialized knowledge of Chilean and Brazilian teachers.

This article focuses on comparing the specialized knowledge of Linear Algebra (LA) teachers in Engineering courses at higher education institutions in Chile and Brazil, using interviews analyzed through the Mathematics Teacher’s Specialized Knowledge (MTSK) model. The study identifies that teachers from both countries predominantly demonstrate strong Mathematical Knowledge (MK), especially in the Knowledge of Topics (KoT) subdomain, and Pedagogical Content Knowledge (PCK), particularly in Knowledge of Mathematics Teaching (KMT) and Knowledge of Mathematics Learning Standards (KMLS). Findings reveal limited but occasional use of digital technologies, recognition of student difficulties mainly with vector spaces and linear transformations, and that dialogues between LA and engineering discipline teachers are generally informal and personal rather than institutionalized. The research highlights the need for curricular reform and enhanced teacher training to better contextualize LA teaching within engineering, emphasizing collaboration between mathematics and engineering educators to improve student learning outcomes.