Abstract
A number of different representational methods exist for presenting the theory of linear equations and associated solution spaces. Discussed in this paper are the findings of a case study where first year undergraduate students were exposed to a new (to the department) method of teaching linear systems which used visual, algebraic and data-based representations constructed using the computer algebra system Maple. Positive and negative impacts on the students are discussed as they apply to representational translation and perceived learning.
Highlights
As Taylor has pointed out, traditional methods of teaching are no longer adequate to meet the demands of higher education
This paper offers a discussion of a recent classroom experiment where a multiple representations approach to teaching linear systems of equations to undergraduate students was employed with an aim to increasing student understanding and more completely catering for the diverse range of learning styles of first year undergraduates
This paper focuses on a portion of the content of Mathematical Sciences 1C
Summary
As Taylor (in Sankey, 2005) has pointed out, traditional methods of teaching (and learning) are no longer adequate to meet the demands of higher education. This paper offers a discussion of a recent classroom experiment where a multiple representations approach to teaching linear systems of equations to undergraduate students was employed with an aim to increasing student understanding and more completely catering for the diverse range of learning styles of first year undergraduates. Teaching which involves the use of multiple representations aims to cater for a wider range of learners and learning styles than traditional teaching and to allow students to construct bridges between different representations in order to provide a more complete understanding of the concepts under investigation.
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