| Summary: | The relatioship between content knowledge and pedagogical knowledge of the teaching practice has been strengthened by means of a qualitative case study with university teachers Specifically, this article presents the analysis and the results of the intra-case of a Mathematics teacher. The relationship between these two types of knowledge is not linear nor hierarchical, but quite the opposite. It is a complex relationship where the teacher personal epistemological framework, the disciplinary culture and the academic and personal context,play an important role. Moreover, some aspects emerge with a definite strength they reveal the ontological sense of this relationship: concern about the students, about the learning process, students´ mistakes, worries, and anxieties.
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