Mathematical Modelling and the Learning Trajectory: Tools to Support the Teaching of Linear Algebra

Autor/inn/en	Cárcamo Bahamonde, Andrea Dorila; Fortuny Aymemí, Josep Maria; Gómez i Urgellés, Joan Vicenç
Titel	Mathematical Modelling and the Learning Trajectory: Tools to Support the Teaching of Linear Algebra
Quelle	In: International Journal of Mathematical Education in Science and Technology, 48 (2017) 3, S.338-352 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cárcamo Bahamonde, Andrea Dorila) ORCID (Fortuny Aymemí, Josep Maria) ORCID (Gómez i Urgellés, Joan Vicenç)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2016.1241436
Schlagwörter	Foreign Countries; College Freshmen; Engineering Education; Mathematical Models; Heuristics; Learning Processes; Mathematics Instruction; Algebra; Student Educational Objectives; Mathematical Applications; Mathematical Concepts; Experiments; Task Analysis; Information Security; Teaching Methods; Spain + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Ingenieurausbildung; Mathematical model; Mathematisches Modell; Heuristik; Learning process; Lernprozess; Mathematics lessons; Mathematikunterricht; Angewandte Mathematik; Innermathematische Anwendung; Erprobung; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Spanien
Abstract	In this article we present a didactic proposal for teaching linear algebra based on two compatible theoretical models: emergent models and mathematical modelling. This proposal begins with a problematic situation related to the creation and use of secure passwords, which leads students toward the construction of the concepts of spanning set and span. The objective is to evaluate this didactic proposal by determining the level of match between the hypothetical learning trajectory (HLT) designed in this study with the actual learning trajectory in the second experimental cycle of an investigation design-based research more extensive. The results show a high level of match between the trajectories in more than half of the conjectures, which gives evidence that the HLT has supported, in many cases, the achievement of the learning objective, and that additionally mathematical modelling contributes to the construction of these linear algebra concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01