On Some Aspects of Students’ Thinking in Linear Algebra

By A. Sierpińska. 2000

174 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4615f942dc328f0a2f7795e465d7352634321e2f

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Citations in the corpus

Examining individual and collective level mathematical progress (2014, background): “For example, both Sierpinska (2000) and Hillel (2000) developed overarching frameworks for analyzing student reasoning across the linear algebra curriculum.”
Subspace in linear algebra: investigating students’ concept images and interactions with the formal definition (2011, background): “Furthermore, the research on using multiple modes of reasoning in linear algebra (GueudetChartier, 2006; Harel & Kaput, 1991; Hillel, 2000; Sierpinska, 2000) has indicated that geometric intuitions about linear algebra can cause difficulties for students as they are making sense of formal aspects of”
Eigenvalues and eigenvectors: embodied, symbolic and formal thinking (2011, background): “It has been recognised by Hillel (2000) and Sierpinska (2000) that conceptual difficulties in linear algebra are often linked to its three kinds of description or representation: the general theory; the specific theory of R n ; and the geometry of”
Use of models in the teaching of linear algebra (2010, background): “[15,16] have done some research regarding the main obstacles faced by students when learning concepts and tools of linear algebra.”
Linear algebra students’ modes of reasoning: Geometric representations (2010, methodology): “pre-given object of a certain shape lying somewhere in space” [1].”
An Inquiry-Oriented Approach to Span and Linear Independence: The Case of the Magic Carpet Ride Sequence (2012, background): “research has demonstrated that formal definitions are often a stumbling block for students [4, 5, 21].”
A hypothetical learning trajectory for conceptualizing matrices as linear transformations (2017, background): “the symbolic notation of linear algebra [24,25]; working with formal definitions in linear algebra [15]; and coordinating across the different modes or representations involved in linear algebra [17,18].”