scientific article; zbMATH DE number 1789941

MaRDI QIDQ4549252zbMATH OpenFDO

Authors Jean-Luc Dorier

Publication date 27 August 2002

Full work available at URL https://arxiv.org/abs/math/0305018

zbMATH Keywords

cognitive flexibilitycurriculumepistemologygeometrylearninglinear algebrarepresentationteachinguniversity studyuniversity teachingvector space

Mathematics Subject Classification ID

Methodology of mathematics (00A35) Introductory exposition (textbooks, tutorial papers, etc.) pertaining to linear algebra (15-01) Language and verbal communities (aspects of mathematics education) (97C50) Philosophical and theoretical contributions (didactics of mathematics) (97D20)

Review text

In the universities of today, teaching and learning of algebra is equally difficult. Regardless of the direction chosen -- i.e., study of formal vector spaces or that of matrix calculus -- both students and teachers feel frustated and misunderstood. The explanations are numerous. Thus, the necessary process of abstractization and generalization requires critical minds, previous knowledge and competences, capacity of unification and simplification. One should also consider the variety of languages, the semiotic registers of representation, the quite different points of view and settings through which one should view the objects and concepts of linear algebra. Three principles for teaching linear algebra are proposed in the present study, along with an original teaching experiment. The conclusion reached is that the matter is far from being solved and that several reforms and experiments are still to be attempted. For the entire collection see [Zbl 0993.00023].

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