Themes within lecturers’ views on the teaching of linear algebra

Rensaa, Ragnhild Johanne; Hogstad, Ninni Marie; Monaghan, John

doi:10.1080/0020739x.2019.1668976

Cited by 4 publications

(1 citation statement)

References 18 publications

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“…In this context, it can be alleviated by using various tools to overcome students' difficulties with abstractions in the concepts required in linear algebra courses. Such tools stand out in different formats such as textbooks, notes or digital technology (Rensaa, Hogstad and Monaghan, 2019). Therefore, the resources that faculty members use for teaching linear algebra are of great importance for both themselves and students.…”

Section: Introductionmentioning

confidence: 99%

Analyses of the Document Formation Process of a Lecturer in a Digital Environment

KAYA

Tapan-Broutin

Ezentaş

2021

International Journal of Educational Studies in Mathematics

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In this research, it is aimed to examine the schemes that emerged during the documentation formation process and the factors affecting the process in the context of a lecturer's "Documentational Approach to Didactics" theoretical framework. For this purpose, a case study, one of the qualitative research methods, was preferred in the study. Linear algebra courses teaching plan, course video recordings, clinical interviews and schematic representation of the resource system were used as data collection tools. The research participant is a lecturer who teaches linear algebra at the Faculty of Education of a state university in the Marmara Region. Content analysis was used to analyze the data. Elements related to the schemes that emerged in the process of creating documents as a result of the study have been determined as the fact that the achievements of the linear algebra curriculum are applied in a different order, the language of the selected resources is simple, the lessons are in the form of definition-theorem-example solution-quiz, the lecturer creates his/her own examples on the subject, the digital media resource is Google Meet, the resources and videos are shared in the classroom. In addition, it was concluded that the factors affecting the documentation creation process of the lecturer were grouped under four themes: student-based, facultybased, mathematical concepts, and teaching environment.

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Section: Introductionmentioning

confidence: 99%

Analyses of the Document Formation Process of a Lecturer in a Digital Environment

KAYA

Tapan-Broutin

Ezentaş

2021

International Journal of Educational Studies in Mathematics

View full text Add to dashboard Cite

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Perspectives and reflections on teaching linear algebra

Rensaa

Hogstad

Monaghan

2020

Teaching Mathematics and Its Applications: An International Journal of the IMA

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This paper presents ‘expert opinions’ on what should be taught in a first-year linear algebra course at university; the aim is to gain a generic picture and general guiding principles for such a course. Drawing on a Delphi method, 14 university professors—called ‘experts’ in this study—addressed the following questions: What should be on a first-year linear algebra undergraduate course for engineering and/or mathematics students? How could such courses be taught? What tools (if any) are essential to these two groups of students? The results of the investigation, these experts’ opinions, mainly concern what should be in a linear algebra course (e.g. problem-solving and applications) and what students should be able to do. The experts also emphasized that certain theoretical aspects (e.g. proofs, abstract structures, definitions and relationships) were more important to mathematics students. There was no real consensus among the experts on teaching methods or the use of digital tools, but this lack of consensus is interesting in itself. The results are discussed in relation to extant research.

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