An Example of Inquiry in Linear Algebra

The Roles of Symbolizing and Brokering

Michelle Zandieh, Megan Wawro, Chris Rasmussen

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

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
JournalPRIMUS
Volume27
Issue number1
DOIs
StatePublished - Jan 2 2017

Fingerprint

Diagonalization
Linear algebra
Notation
instructor
vocabulary
symbol
student
classroom

Keywords

  • brokering
  • Inquiry
  • linear algebra
  • symbolizing

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this

An Example of Inquiry in Linear Algebra : The Roles of Symbolizing and Brokering. / Zandieh, Michelle; Wawro, Megan; Rasmussen, Chris.

In: PRIMUS, Vol. 27, No. 1, 02.01.2017, p. 96-124.

Research output: Contribution to journalArticle

Zandieh, Michelle ; Wawro, Megan ; Rasmussen, Chris. / An Example of Inquiry in Linear Algebra : The Roles of Symbolizing and Brokering. In: PRIMUS. 2017 ; Vol. 27, No. 1. pp. 96-124.
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