Fostering Mathematical Connections in Introductory Linear Algebra through Adapted Inquiry

Autor/in	Payton, Spencer
Titel	Fostering Mathematical Connections in Introductory Linear Algebra through Adapted Inquiry
Quelle	In: ZDM: The International Journal on Mathematics Education, 51 (2019) 7, S.1239-1252 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Payton, Spencer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01029-9
Schlagwörter	Algebra; Mathematics Instruction; Teaching Methods; Inquiry; Introductory Courses; Large Group Instruction; Mathematical Concepts; Concept Formation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Concept learning; Begriffsbildung
Abstract	Mathematical connections are widely considered an important aspect of learning linear algebra, particularly at the introductory level. One effective strategy for teaching mathematical connections in introductory linear algebra is through inquiry-based learning (IBL). The demands of IBL instruction can make it difficult to implement such strategies in courses in which the instructor faces various constraints. The findings presented here are the product of an action research study in which IBL instructional materials were designed for a large-enrolled introductory linear algebra course with limited class time. This resulted in IBL being presented in a limited capacity alongside traditional lecture in what will be described as "adapted inquiry." Specifically, these IBL materials were designed as vehicles through which students could form mathematical connections. This study was conducted with the goal of determining what mathematical connections students appear to be able to exhibit within the context of an adapted inquiry approach to IBL instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01