Una progresión de la simbolización de estudiantes: Soluciones de un sistema de ecuaciones lineales

Translated title of the contribution: A progression of student symbolizing: Solutions to systems of linear equations

Jessica L. Smith, Michelle Zandieh, Inyoung Lee, Christine Andrews-Larson

    Research output: Contribution to journalArticlepeer-review

    2 Scopus citations

    Abstract

    ∞ Systems of linear equations (SLE) comprise a fundamental concept in linear algebra, but there is relatively little research regarding the teaching and learning of SLE, especially students’ conceptions of solutions. It has been shown that solving systems with no or infinitely many solutions tends to be less intuitive for students, pointing to the need for more research on the teaching and learning of the topic. We interviewed two mathematics majors who were also preservice teachers in a paired teaching experiment to see how they reasoned about solutions to SLE in ℝ3. We present findings focused on the progression of students’ reasoning about solutions to SLE through the lens of symbolizing. We document their progression of reasoning as an accumulation of coordinated numeric, algebraic, and graphical meanings and symbolizations for solution sets.

    Translated title of the contributionA progression of student symbolizing: Solutions to systems of linear equations
    Original languageSpanish
    Pages (from-to)45-64
    Number of pages20
    JournalAvances de Investigacion en Educacion Matematica
    Issue number21
    DOIs
    StatePublished - 2022

    Keywords

    • Linear algebra
    • Realistic Mathematics Education
    • Student reasoning
    • Symbolizing
    • Systems of linear equations

    ASJC Scopus subject areas

    • Education
    • General Mathematics

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