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Mental Schemes of: Linear Algebra Visual Constructs

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Challenges and Strategies in Teaching Linear Algebra

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

This chapter is discussing the effect of instructional dynamic visual modalities on learners’ mental structures. We documented the effects by comparing the thinking modes, displayed on interview responses, of the learners who were exposed to dynamic visual representations, to those who were exposed to the traditional instructional tools. The data came from twelve first-year linear algebra students’ interview responses to a set of questions on the linear independence concept. Our findings point to notable differences on the nature of the mental schemes that learners displayed in the presence and the absence of the dynamic visual modes.

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Acknowledgements

Work reported in this chapter is made possible partially by a grant from NSF (CCLI-0737485).

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Authors and Affiliations

  1. Mathematical Sciences, University of Texas at El Paso, El Paso, TX, 79968, USA

    Hamide Dogan

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  1. Hamide Dogan
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Correspondence to Hamide Dogan .

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Editors and Affiliations

  1. Department of Mathematics, University of Oklahoma, Norman, Oklahoma, USA

    Sepideh Stewart

  2. College of Education, Florida State University, Tallahassee, Florida, USA

    Christine Andrews-Larson

  3. Department of Mathematics, Technion—Israel Institute of Technology, Haifa, Israel

    Avi Berman

  4. Arizona State University, Mesa, Arizona, USA

    Michelle Zandieh

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Dogan, H. (2018). Mental Schemes of: Linear Algebra Visual Constructs. In: Stewart, S., Andrews-Larson, C., Berman, A., Zandieh, M. (eds) Challenges and Strategies in Teaching Linear Algebra. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-66811-6_10

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  • DOI: https://doi.org/10.1007/978-3-319-66811-6_10

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  • Online ISBN: 978-3-319-66811-6

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