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

Michelle Zandieh; Megan Wawro; Chris Rasmussen

doi:10.1080/10511970.2016.1199618

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

Michelle Zandieh, Megan Wawro, Chris Rasmussen

Research output: Contribution to journal › Article › peer-review

19 Scopus citations

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 language	English (US)
Pages (from-to)	96-124
Number of pages	29
Journal	PRIMUS
Volume	27
Issue number	1
DOIs	https://doi.org/10.1080/10511970.2016.1199618
State	Published - Jan 2 2017

Keywords

Inquiry
brokering
linear algebra
symbolizing

ASJC Scopus subject areas

General Mathematics
Education

Access to Document

10.1080/10511970.2016.1199618

Cite this

@article{8f706dc055e34002a269b4b31a2d3ef6,

title = "An Example of Inquiry in Linear Algebra: The Roles of Symbolizing and Brokering",

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.",

keywords = "Inquiry, brokering, linear algebra, symbolizing",

author = "Michelle Zandieh and Megan Wawro and Chris Rasmussen",

note = "Funding Information: This material is based upon the work supported by the National Science Foundation under collaborative grants DRL 0634099 and DRL 0634074 and collaborative grants DUE 1245673, DUE 1245796, and DUE 1246083. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Publisher Copyright: Copyright {\textcopyright} Taylor & Francis Group, LLC.",

year = "2017",

month = jan,

day = "2",

doi = "10.1080/10511970.2016.1199618",

language = "English (US)",

volume = "27",

pages = "96--124",

journal = "PRIMUS",

issn = "1051-1970",

publisher = "Taylor and Francis Ltd.",

number = "1",

}

TY - JOUR

T1 - An Example of Inquiry in Linear Algebra

T2 - The Roles of Symbolizing and Brokering

AU - Zandieh, Michelle

AU - Wawro, Megan

AU - Rasmussen, Chris

N1 - Funding Information: This material is based upon the work supported by the National Science Foundation under collaborative grants DRL 0634099 and DRL 0634074 and collaborative grants DUE 1245673, DUE 1245796, and DUE 1246083. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Publisher Copyright: Copyright © Taylor & Francis Group, LLC.

PY - 2017/1/2

Y1 - 2017/1/2

N2 - 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.

AB - 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.

KW - Inquiry

KW - brokering

KW - linear algebra

KW - symbolizing

UR - http://www.scopus.com/inward/record.url?scp=84992489202&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84992489202&partnerID=8YFLogxK

U2 - 10.1080/10511970.2016.1199618

DO - 10.1080/10511970.2016.1199618

M3 - Article

AN - SCOPUS:84992489202

SN - 1051-1970

VL - 27

SP - 96

EP - 124

JO - PRIMUS

JF - PRIMUS

IS - 1

ER -

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

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this