Challenges and Strategies in Teaching Linear Algebra / Stewart, Sepideh ; Andrews-Larson, Christine ; Berman, Avi ; Zandieh, Michelle  

Público ISBD Ningún comentario para este registro. Título : Challenges and Strategies in Teaching Linear Algebra Tipo de documento: documento electrónico Autores: Stewart, Sepideh, ; Andrews-Larson, Christine, ; Berman, Avi, ; Zandieh, Michelle, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2018 Número de páginas: XIII, 382 p. 89 ilustraciones ISBN/ISSN/DL: 978-3-319-66811-6 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Matemáticas  Docente  Educación Matemática  Enseñanza y formación docente Clasificación: 510.71 Resumen: Este libro surgió de un grupo de discusión (Enseñanza de álgebra lineal) que se llevó a cabo en la 13ª Conferencia Internacional sobre Educación Matemática (ICME-13). El objetivo era considerar y resaltar los esfuerzos actuales relacionados con la investigación y la enseñanza de la enseñanza y el aprendizaje de álgebra lineal en todo el mundo, y generar nuevas colaboraciones. Como resultado de la discusión de dos días en ICME-13, este libro se centra en la pedagogía del álgebra lineal con un énfasis particular en las tareas que son productivas para el aprendizaje. Los principales temas abordados incluyen: perspectivas teóricas sobre la enseñanza y el aprendizaje del álgebra lineal; análisis empíricos relacionados con el aprendizaje de contenidos particulares en álgebra lineal; el uso de tecnología y software de geometría dinámica; y discusiones pedagógicas sobre tareas desafiantes de álgebra lineal. Basándose en los conocimientos de investigadores en educación matemática y de matemáticos investigadores con experiencia en la enseñanza del álgebra lineal, este libro reúne trabajos de nueve países: Austria, Alemania, Israel, Irlanda, México, Eslovenia, Turquía, Estados Unidos y Zimbabwe. . Nota de contenido: Contents -- -- Part I. Theoretical Perspectives Elaborated through Tasks -- The Learning and Teaching of Linear Algebra through the Lenses of Intellectual Need and Epistemological Justification and Their Constituents -- -- Learning Linear Algebra Using Models and Conceptual Activities -- -- Moving between the embodied, symbolic and formal worlds of mathematical thinking with specific linear algebra tasks -- -- Part II. Analyses of Learners' Approaches and Resources -- Systems of linear equations – a key element in the learning of Linear Algebra -- -- Rationale for Matrix Multiplication in Linear Algebra Textbooks -- -- An Action Process Object Schema (APOS) analysis of the understanding of determinants of matrices by Zimbabwean undergraduate mathematics students -- -- Difficulties associated with understanding the concept of vector subspace: A case study of Zimbabwean teachers -- -- Stretch Directions and Stretch Factors: A Sequence Intended to Support Guided Reinvention of Eigenvector and Eigenvalue Stretch Directions and Stretch Factors: A Sequence Intended to Support Guided Reinvention of Eigenvector and Eigenvalue -- -- -- Examining Students' Procedural and Conceptual Understanding of Eigenvectors and Eigenvalues in the Context of Inquiry-Oriented Instruction -- Part III. Dynamic Geometry Approaches -- Mental Schemes of Linear Algebra Visual Constructs -- How DGS mediates students' reasoning on 3D linear transformations: a combined analysis from thinking modes and semiotic perspectives -- -- Fostering Students' Competences in Linear Algebra with digital Resources -- Part IV. Challenging tasks with pedagogy in mind -- Linear Algebra-a Companion of Advancement in Mathematical Comprehension -- -- An algebraic/computational approach to systems of linear equations in a Linear Algebra Course for students of computer science, physics, and mathematics -- -- Nonnegative Factorisationof a Data Matrix as a Motivational Example for Basic Linear Algebra -- -- Motivating Examples, Meaning and Context in Teaching Linear Algebra -- -- Holistic Teaching and Learning Holistically, exemplified through one example from Linear Algebra -- -- Using Challenging problems in Teaching Linear Algebra. Tipo de medio : Computadora Summary : This book originated from a Discussion Group (Teaching Linear Algebra) that was held at the 13th International Conference on Mathematics Education (ICME-13). The aim was to consider and highlight current efforts regarding research and instruction on teaching and learning linear algebra from around the world, and to spark new collaborations. As the outcome of the two-day discussion at ICME-13, this book focuses on the pedagogy of linear algebra with a particular emphasis on tasks that are productive for learning. The main themes addressed include: theoretical perspectives on the teaching and learning of linear algebra; empirical analyses related to learning particular content in linear algebra; the use of technology and dynamic geometry software; and pedagogical discussions of challenging linear algebra tasks. Drawing on the expertise of mathematics education researchers and research mathematicians with experience in teaching linear algebra, this book gathers work from nine countries: Austria, Germany, Israel, Ireland, Mexico, Slovenia, Turkey, the USA and Zimbabwe. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Challenges and Strategies in Teaching Linear Algebra [documento electrónico] / Stewart, Sepideh, ; Andrews-Larson, Christine, ; Berman, Avi, ; Zandieh, Michelle,  . -  1 ed.  . - [s.l.] : Springer, 2018 . - XIII, 382 p. 89 ilustraciones. ISBN : 978-3-319-66811-6 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Matemáticas  Docente  Educación Matemática  Enseñanza y formación docente Clasificación: 510.71 Resumen: Este libro surgió de un grupo de discusión (Enseñanza de álgebra lineal) que se llevó a cabo en la 13ª Conferencia Internacional sobre Educación Matemática (ICME-13). El objetivo era considerar y resaltar los esfuerzos actuales relacionados con la investigación y la enseñanza de la enseñanza y el aprendizaje de álgebra lineal en todo el mundo, y generar nuevas colaboraciones. Como resultado de la discusión de dos días en ICME-13, este libro se centra en la pedagogía del álgebra lineal con un énfasis particular en las tareas que son productivas para el aprendizaje. Los principales temas abordados incluyen: perspectivas teóricas sobre la enseñanza y el aprendizaje del álgebra lineal; análisis empíricos relacionados con el aprendizaje de contenidos particulares en álgebra lineal; el uso de tecnología y software de geometría dinámica; y discusiones pedagógicas sobre tareas desafiantes de álgebra lineal. Basándose en los conocimientos de investigadores en educación matemática y de matemáticos investigadores con experiencia en la enseñanza del álgebra lineal, este libro reúne trabajos de nueve países: Austria, Alemania, Israel, Irlanda, México, Eslovenia, Turquía, Estados Unidos y Zimbabwe. . Nota de contenido: Contents -- -- Part I. Theoretical Perspectives Elaborated through Tasks -- The Learning and Teaching of Linear Algebra through the Lenses of Intellectual Need and Epistemological Justification and Their Constituents -- -- Learning Linear Algebra Using Models and Conceptual Activities -- -- Moving between the embodied, symbolic and formal worlds of mathematical thinking with specific linear algebra tasks -- -- Part II. Analyses of Learners' Approaches and Resources -- Systems of linear equations – a key element in the learning of Linear Algebra -- -- Rationale for Matrix Multiplication in Linear Algebra Textbooks -- -- An Action Process Object Schema (APOS) analysis of the understanding of determinants of matrices by Zimbabwean undergraduate mathematics students -- -- Difficulties associated with understanding the concept of vector subspace: A case study of Zimbabwean teachers -- -- Stretch Directions and Stretch Factors: A Sequence Intended to Support Guided Reinvention of Eigenvector and Eigenvalue Stretch Directions and Stretch Factors: A Sequence Intended to Support Guided Reinvention of Eigenvector and Eigenvalue -- -- -- Examining Students' Procedural and Conceptual Understanding of Eigenvectors and Eigenvalues in the Context of Inquiry-Oriented Instruction -- Part III. Dynamic Geometry Approaches -- Mental Schemes of Linear Algebra Visual Constructs -- How DGS mediates students' reasoning on 3D linear transformations: a combined analysis from thinking modes and semiotic perspectives -- -- Fostering Students' Competences in Linear Algebra with digital Resources -- Part IV. Challenging tasks with pedagogy in mind -- Linear Algebra-a Companion of Advancement in Mathematical Comprehension -- -- An algebraic/computational approach to systems of linear equations in a Linear Algebra Course for students of computer science, physics, and mathematics -- -- Nonnegative Factorisationof a Data Matrix as a Motivational Example for Basic Linear Algebra -- -- Motivating Examples, Meaning and Context in Teaching Linear Algebra -- -- Holistic Teaching and Learning Holistically, exemplified through one example from Linear Algebra -- -- Using Challenging problems in Teaching Linear Algebra. Tipo de medio : Computadora Summary : This book originated from a Discussion Group (Teaching Linear Algebra) that was held at the 13th International Conference on Mathematics Education (ICME-13). The aim was to consider and highlight current efforts regarding research and instruction on teaching and learning linear algebra from around the world, and to spark new collaborations. As the outcome of the two-day discussion at ICME-13, this book focuses on the pedagogy of linear algebra with a particular emphasis on tasks that are productive for learning. The main themes addressed include: theoretical perspectives on the teaching and learning of linear algebra; empirical analyses related to learning particular content in linear algebra; the use of technology and dynamic geometry software; and pedagogical discussions of challenging linear algebra tasks. Drawing on the expertise of mathematics education researchers and research mathematicians with experience in teaching linear algebra, this book gathers work from nine countries: Austria, Germany, Israel, Ireland, Mexico, Slovenia, Turkey, the USA and Zimbabwe. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

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