The objective of this paper is to establish comparisons between the Linear Algebra (LA) approach practiced in Engineering courses offered by Chilean and Brazilian Higher Education Institutions and, for that, teachers from both countries were interviewed. From a methodological point of view, the research consists of two case studies. For the analysis of the interviews, we used the precepts of Content Analysis. The data were qualitatively analyzed considering the MTSK theoretical model. In this analysis, we sought to identify what specialized knowledge these teachers have regarding AL and about its teaching and learning. The results have shown that, in relation to the Mathematical Knowledge (MK) domain, which refers to content knowledge, the Knowledge of Topics subdomain (KoT), linked to the way that teachers know the topics they teach, is the most present among interviewees. In the Pedagogical Content Knowledge (PCK) domain, covering specific pedagogical knowledge linked to Mathematics, the Knowledge of Mathematics Teaching (KMT), regarding strategies, teaching theories, resources and materials, and Knowledge of Mathematics Learning Standards (KMLS) subdomains, concerning the curricular specifications and the moments in which the student must or can learn certain content and with what level of depth prevail.

中文翻译：

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工程中的线性代数：智利和巴西教师专业知识的研究

本文的目的是对智利和巴西高等教育机构提供的工程课程中实践的线性代数 (LA) 方法进行比较，为此，我们采访了两国的教师。从方法论的角度来看，该研究由两个案例研究组成。为了分析采访，我们使用了内容分析的原则。考虑MTSK理论模型对数据进行定性分析。在本次分析中，我们试图确定这些教师对于 AL 及其教学拥有哪些专业知识。结果表明，就数学知识（MK）领域（指内容知识）而言，主题知识子领域（KoT）与教师了解其所教授主题的方式相关，是受访者中出席率最高的。在教学内容知识（PCK）领域，涵盖与数学相关的特定教学知识，数学教学知识（KMT），涉及策略、教学理论、资源和材料，以及数学学习标准知识（KMLS）子领域，涉及课程规格以及学生必须或可以学习某些内容的时间以及学习的深度。