Linear independence from a perspective of connections
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Hamide Dogan [1] ; Edith Shear [1] ; Angel F. Garcia Contras [1] ; Lion Hoffman [1]
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[1] University of Texas at El Paso
University of Texas at El Paso
Estados Unidos
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 1, 2022, págs. 190-205
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
We investigated understanding of the linear independence concept based on the type and nature of connections displayed in seven nonmathematics majors’ interview responses to a set of open-ended questions. Through a qualitative analysis, we identified six categories of frequently displayed connections. There were also recognizable differences in the way the connections were applied by the participants. Overall, our findings pointed to an understanding in the form of two main clusters of connections. The two clusters were connected only by linear combination ideas. Each cluster, furthermore, was distinguishable via representation types. The first cluster contained arithmetic/algebraic modes and the second cluster included, mostly, geometric ideas. This paper discusses similarities and differences within and between clusters supported by participant responses. In light of the findings, we provide suggestions for the improvement of linear algebra education of non-mathematics student population.
