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International Journal of Mathematical Education in Science and Technology Volume 40, 2009 - Issue 7: The Seventh Southern Hemisphere Conference on Undergraduate Mathematics and Statistics Teaching and Learning, Gordon's Bay, South Africa, 29 November–4 December 2009
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Original Articles

A framework for mathematical thinking: the case of linear algebra

Sepideh Stewart Department of Mathematics, Mathematics Education Unit, The University of Auckland, PB 92019, Auckland, New ZealandCorrespondence[email protected]
&
Michael O.J. Thomas Department of Mathematics, Mathematics Education Unit, The University of Auckland, PB 92019, Auckland, New Zealand
Pages 951-961 | Received 16 Jul 2009, Published online: 16 Sep 2009
 
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Abstract

Linear algebra is one of the unavoidable advanced courses that many mathematics students encounter at university level. The research reported here was part of the first author's recent PhD study, where she created and applied a theoretical framework combining the strengths of two major mathematics education theories in order to investigate the learning and teaching of basic linear algebra concepts. This article highlights some of the overall findings of this research with regard to student understanding of these concepts, and suggests applications of the framework for learning and teaching in undergraduate mathematics classrooms.

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