An Example of Inquiry in Linear Algebra: The Roles of Symbolizing and Brokering

Autor/inn/en	Zandieh, Michelle; Wawro, Megan; Rasmussen, Chris
Titel	An Example of Inquiry in Linear Algebra: The Roles of Symbolizing and Brokering
Quelle	In: PRIMUS, 27 (2017) 1, S.96-124 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2016.1199618
Schlagwörter	Algebra; Mathematics; Mathematics Instruction; Mathematics Education; College Mathematics; Undergraduate Students; Calculus; Problem Solving; Equations (Mathematics); Mathematical Concepts; Geometric Concepts; Symbols (Mathematics); Mathematics Teachers; Teaching Methods; Inquiry; Professional Personnel + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Problemlösen; Equations; Mathematics; Gleichungslehre; Elementare Geometrie; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Personalbestand
Abstract	In this paper we address practical questions such as: How do symbols appear and evolve in an inquiry-oriented classroom? How can an instructor connect students with traditional notation and vocabulary without undermining their sense of ownership of the material? We tender an example from linear algebra that highlights the roles of the instructor as a broker, and the ways in which students participate in the practice of symbolizing as they reinvent the diagonalization equation "A = PDP[superscript -1]". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01