An Example of Inquiry in Linear Algebra: The Roles of Symbolizing and Brokering

Michelle Zandieh, Megan Wawro, Chris Rasmussen

Research output: Contribution to journalArticle

12 Scopus citations


In this paper we address practical questions such as: How do symbols appear and evolve in an inquiry-oriented classroom? How can an instructor connect students with traditional notation and vocabulary without undermining their sense of ownership of the material? We tender an example from linear algebra that highlights the roles of the instructor as a broker, and the ways in which students participate in the practice of symbolizing as they reinvent the diagonalization equation A = PDP−1.

Original languageEnglish (US)
Pages (from-to)96-124
Number of pages29
Issue number1
Publication statusPublished - Jan 2 2017



  • brokering
  • Inquiry
  • linear algebra
  • symbolizing

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

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