DG 3: Issues Surrounding Teaching Linear Algebra
Aim & Rationale
Linear Algebra is one of the most important courses in the education of mathematicians, scientists, engineers and economists. The International Linear Algebra Society (ILAS) was founded in 1989. Its general goal is to encourage activities in linear algebra. These activities include teaching and learning of Linear Algebra which is one of the most important disciplines in the education of mathematics. (http://www.math.technion.ac.il/iic/) ILAS' Education Committee handles undergraduate and graduate Linear Algebra studies. Among others, it operates a joint NSF- ILAS Project to Augment the Teaching Linear Algebra through the use of Software Tools (ATLAST). The project has offered several workshops in various places. The committee would greatly appreciate the opportunity of many mathematicians and mathematics educators meeting in ICME 12 to hold a discussion group on teaching and learning of Linear Algebra.
We can discuss many topics: motivation, challenging problems, visualization, learning technology, preparation in high school, history of Linear algebra, research topics at different levels (from high school to doctorate).
Key Questions
We would like to discuss the following key questions:
1. What is the meaning of understanding linear algebra?
2. How can we improve students’ conceptual understanding of linear algebra concepts?
3. How can we encourage students to think in the formal world of mathematics?
4. What are some of the major difficulties that linear algebra students encounter?
5. What skills do we want students to take away from a linear algebra course? Do our exams really test these skills?
6. Can one see linear algebra (visualization, geometry)? How can we educate the students to see the beauty of Linear Algebra and its importance?
7. Discussion of constructive and innovative ways to use technology in the teaching of linear algebra (Sage, MATLAB, clickers, etc.).
8. Should a second course in linear algebra be required for all undergraduate mathematics majors/ science students / engineering students? If so, how do we go about convincing departments to require a second course in linear algebra? (other questions may be identified by intending participants)
Organizers