TY - JOUR
T1 - Una progresión de la simbolización de estudiantes
T2 - Soluciones de un sistema de ecuaciones lineales
AU - Smith, Jessica L.
AU - Zandieh, Michelle
AU - Lee, Inyoung
AU - Andrews-Larson, Christine
N1 - Funding Information:
The work presented here was supported by the National Science Foundation under Grant Numbers 1914793, 1914841, and 1915156. Any opinions, findings, and conclusions or recommendations in this article do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© 2022 Spanish Society of Research in Mathematics Education. All rights reserved.
PY - 2022
Y1 - 2022
N2 - ∞ 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.
AB - ∞ 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.
KW - Linear algebra
KW - Realistic Mathematics Education
KW - Student reasoning
KW - Symbolizing
KW - Systems of linear equations
UR - http://www.scopus.com/inward/record.url?scp=85141061125&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85141061125&partnerID=8YFLogxK
U2 - 10.35763/aiem21.4237
DO - 10.35763/aiem21.4237
M3 - Article
AN - SCOPUS:85141061125
SN - 2254-4313
SP - 45
EP - 64
JO - Avances de Investigacion en Educacion Matematica
JF - Avances de Investigacion en Educacion Matematica
IS - 21
ER -