1 Ph.D in Curriculum Planning in Higher Education, University of Arak, Arak, Iran.

2 University of Shahid Behshti, Tehran, Iran.

3 Institute for Social & Cultural Studies, Tehran, Iran.

4 Tarbiat Mo'allem University, Tehran, Iran.


The aim of this study is the introduction of a kind of integrative and interdisciplinary knowledge for university teaching. This kind of knowledge is a special integration of pedagogical knowledge and specific content knowledge which university teacher supposed to teach that and it is called pedagogical content knowledge(PCK). Although this knowledge is known as the most influential kind of teaching knowledge which could make the university teaching discourse more specific, the nature of that is vague in higher education curriculum. The reason of being vague is related to the interdisciplinarity nature of this kind of knowledge. This paper would anatomy this kind of knowledge which has an integrative nature. To this aim, the subject of mathematics has been selected as a case study. Data of this study have been collected through semi-structured interviews and observations from 27 of university mathematics teachers who were in a spectrum from beginner to the teachers with more than 30 years of experience. Data were analyzed through coding and making themes and resulted in a model with 4 main themes. This model makes a more discussable about this kind of knowledge an university teaching. Furthermore, it could make an appropriate framework for designing interdisciplinary fields of study which are the result of integration of two kinds of knowledge of pedagogy and specific field like mathematics and science.