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International Journal of Mathematical Education in Science and Technology Volume 38, 2007 - Issue 7: The Sixth Southern Hemisphere Conference on Undergraduate Mathematics and Statistics Teaching and Learning, Patagonia, Argentina, 26–30 November 2007, Edited by Victor Martinez-Luaces and Cristina Varsavsky
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Original Articles

Embodied, symbolic and formal thinking in linear algebra

Sepideh Stewart Department of Mathematics, Mathematics Education Unit, The University of Auckland, PB 92019, Auckland, New Zealand
&
Michael O. J. Thomas Department of Mathematics, Mathematics Education Unit, The University of Auckland, PB 92019, Auckland, New ZealandCorrespondence[email protected]
Pages 927-937 | Received 06 May 2007, Published online: 26 Sep 2007

Citations (15)

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Read on this site (8)

Sinan Aydin. (2014) Using example generation to explore students’ understanding of the concepts of linear dependence/independence in linear algebra. International Journal of Mathematical Education in Science and Technology 45:6, pages 813-826.
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E. Ertekin, S. Solak & E. Yazici. (2010) The effects of formalism on teacher trainees’ algebraic and geometric interpretation of the notions of linear dependency/independency. International Journal of Mathematical Education in Science and Technology 41:8, pages 1015-1035.
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Sepideh Stewart & Michael O.J. Thomas. (2010) Student learning of basis, span and linear independence in linear algebra. International Journal of Mathematical Education in Science and Technology 41:2, pages 173-188.
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Douglas A. Lapp, Melvin A. Nyman & John S. Berry. (2010) Student connections of linear algebra concepts: an analysis of concept maps. International Journal of Mathematical Education in Science and Technology 41:1, pages 1-18.
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Ye Yoon Hong, Suzanne Kerr, Sergiy Klymchuk, Johanna McHardy, Priscilla Murphy, Sue Spencer, Michael O.J. Thomas & Peter Watson. (2009) A comparison of teacher and lecturer perspectives on the transition from secondary to tertiary mathematics education. International Journal of Mathematical Education in Science and Technology 40:7, pages 877-889.
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Sandra Britton & Jenny Henderson. (2009) Linear algebra revisited: an attempt to understand students' conceptual difficulties. International Journal of Mathematical Education in Science and Technology 40:7, pages 963-974.
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Sepideh Stewart & Michael O.J. Thomas. (2009) A framework for mathematical thinking: the case of linear algebra. International Journal of Mathematical Education in Science and Technology 40:7, pages 951-961.
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Maryam Taghizadeh Bilondi & Farzad Radmehr. Students’ mathematical thinking of the tree concept: an integration of APOS with Tall’s three worlds of mathematics. Research in Mathematics Education 0:0, pages 1-22.
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Articles from other publishers (7)

Saba Gerami, Eric Khiu, Vilma Mesa & Thomas Judson. (2024) Conceptions of span in linear algebra: from textbook examples to student responses. Educational Studies in Mathematics.
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Şerife YILMAZ. (2022) On Eigenvalue And Eigenvector Perceptions of Undergraduate Pre-service Mathematics Teachers. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 16:1, pages 172-188.
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Cathrine Kazunga & Sarah Bansilal. 2018. Challenges and Strategies in Teaching Linear Algebra. Challenges and Strategies in Teaching Linear Algebra 127 145 .
Adriana Dapena, Francisco J. Vázquez‐Araujo, Paula M. Castro & Maria J. Souto‐Salorio. (2016) A framework to learn graph theory using simple wireless network models. Computer Applications in Engineering Education 24:6, pages 843-852.
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Utkun Aydin & Behiye Ubuz. (2014) Predicting undergraduate students' mathematical thinking about derivative concept: A multilevel analysis of personal and institutional factors. Learning and Individual Differences 32, pages 80-92.
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Jing Zhang. 2012. Advances in Multimedia, Software Engineering and Computing Vol.1. Advances in Multimedia, Software Engineering and Computing Vol.1 299 304 .
Michael O. J. Thomas, Anna J. Wilson, Michael C. Corballis, Vanessa K. Lim & Caroline Yoon. (2010) Evidence from cognitive neuroscience for the role of graphical and algebraic representations in understanding function. ZDM 42:6, pages 607-619.
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