Clearing the Fog from the Undergraduate Course in Linear Algebra

Autor/in	Scott, Damon
Titel	Clearing the Fog from the Undergraduate Course in Linear Algebra
Quelle	In: PRIMUS, 17 (2007) 3, S.239-255 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
Schlagwörter	Algebra; Undergraduate Study; Mathematics Instruction; College Science; Mathematical Concepts; Problem Solving; Computer Software; Computer Uses in Education; Matrices; Mathematical Logic; Validity + Suchen Sie Ihr Suchwort? Grundstudium; Mathematics lessons; Mathematikunterricht; Problemlösen; Computernutzung; Matrizenrechnung; Mathematical logics; Mathematische Logik; Gültigkeit
Abstract	For over a decade it has been a common observation that a "fog" passes over the course in linear algebra once abstract vector spaces are presented. See [2, 3]. We show how this fog may be cleared by having the students translate "abstract" vector-space problems to isomorphic "concrete" settings, solve the "concrete" problem either by hand or with the use of matrix-crunching software, and then back-translate these concrete solutions to the "abstract" setting for final answer. The method is totally general and not limited to special cases. When the course is taught in this new way, students are able to solve "abstract" vector-space problems clearly, easily, and "foglessly." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10