教育研究學報



Teaching Linear Algebra: Conceptual and Procedural Learning in Linear Transformation

2008.第23卷第2期(Vol. 23 No. 2).pp. 203–226
 

Teaching Linear Algebra: Conceptual and Procedural Learning in Linear Transformation

Yasin SOYLU & Ahmet IŞIK

Abstract

Linear algebra is generally considered by students as being abstract and boring because of its irrelevance to daily life, and it caused a negative attitude and a general failure among the students. In line with this point of view, the aim of this study is to define the reasons why students fail in learning linear algebra. In the research, 50 students who failed in three semesters consecutively have been observed for three years among a total of 280 students who took Linear Algebra II lesson in the Department of Primary School Mathematics Teaching, Kazım Karabekir Education Faculty, Atatürk University. In this course, data has been collected from answers given by the students to questions asked in the exams and from interviews made with the students. Based on the assessment of the students’ exam papers and the results obtained from the conducted interviews, it has been observed that students do not have difficulty in learning the concepts, definitions and formulas related to linear algebra and operational information, but they experience difficulties in the implementations of the definitions and the concepts that they have learned.

Keywords: linear algebra; conceptual knowledge; procedural knowledge

摘要

N.A.