
06297507
a
2014c.00721
Sch\"afer, Ingolf
Recognising different aspects as a key to understanding: a case study on linear maps at university level.
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education ``Mathematics learning across the life span", PME 37, Kiel, Germany, July 28August 2, 2013. Vol. 4. Kiel: IPNLeibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 9783890882901). 153160 (2013).
2013
Kiel: IPNLeibniz Institute for Science and Mathematics Education at the University of Kiel
EN
H65
C35
linear algebra
knowledge construction
linear maps
mathematical concepts
Summary: Learning linear algebra is a major challenge for students in the transition from school to university level mathematics. The construction of knowledge seems to be very difficult even for basic notions like linearity. In this paper, a detailed analysis of the mathematical concepts that must be recognised by learners in order to solve standard tasks for linear maps is given and an empirical analysis based on interviews with learners solving these questions using the RBCmodel is presented. The results hint at the problematic role of formal calculations and the importance of looking at the different contexts of epistemological actions.