Pedagogical Strategies to Enhance Learning in a Linear Algebra Course

Autor/in	Teixeira, Katiuscia Costa Barros
Titel	Pedagogical Strategies to Enhance Learning in a Linear Algebra Course
Quelle	In: PRIMUS, 33 (2023) 2, S.152-174 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teixeira, Katiuscia Costa Barros)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2022.2048928
Schlagwörter	Algebra; Mathematics Instruction; Peer Teaching; Teaching Methods; Seminars; Mathematical Concepts; Concept Formation; Instructional Effectiveness; Student Attitudes; Foreign Countries; Higher Education; Engineering Education; Mathematics Education; Brazil + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Seminar; Concept learning; Begriffsbildung; Unterrichtserfolg; Schülerverhalten; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ingenieurausbildung; Mathematische Bildung; Brasilien
Abstract	In this study, we evaluate an innovative method to improve the teaching of linear algebra. The use of peer instruction in conjunction with a seminar strategy and supported by didactic engineering is proposed as a means to facilitate the mastery of abstract concepts, the undertaking of innovative research in problem solving, and the practical application of educational concepts. To assess the method's effectiveness, the Students' Evaluation of Educational Quality (SEEQ) questionnaire was administered and assessed. In addition, to determine whether this new teaching approach leads to better learning results than the traditional method, a comparison between control and experimental groups was conducted. The results indicate that the mixed method creates a more dynamic learning environment for students than the traditional method, contributes to students' development of social interaction skills and learning process. In sum, the proposed method has been shown to enhance student motivation and reflection, which are critical to a productive, collaborative learning environment that directly impacts academic retention and performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01