English workshop

Activity 8

Tutor:
Luis Ariel Ninco Ninco

Corporación Universitaria Minuto De Dios

Programa: Administración En Salud Ocupacional
Algebra Lineal
Octavo Semestre

Neiva -Huila mayo 22 – 2020

 English workshop
Activity 8

Presentado Por:
Maritza Ximena Ordoñez Muñoz Id: 573543
Yuly Alejandra Bastidas Medina Id: 364310

Corporación Universitaria Minuto De Dios

Programa: Administración En Salud Ocupacional
Algebra Lineal
Octavo Semestre

Neiva -Huila mayo 22 – 2020

 OBJECTIVE

Identify and analyze the proposed article on linear algebra, to be clear about the concepts
and realize how the world of algebra has evolved thanks to the help that technology offers
us.
THE LEARNING OF LINEAR ALGEBRA CONCEPTS: INSTRUMENTATION OF
CAS CALCULATORS

1. Concepts:

 The theoretical aspect of the design of the teaching sequence has been based on

what is known as the process/object class of Piagetian theories of conceptual

mathematical development (Tall et al., 2000), in particular, on Sfard's reification

theory (Sfard, 1992) and Dubinsky's Action-Process-Object-Schema (APOS) theory

(1991,2001). Sfard (1992) sees the transition between operational and structural

understanding of the related concepts (as in the transition between arithmetic and

algebra) as proceeding in three steps.

 General models of transitions taking place in mathematical thinking also exist; in

particular, different theories propose models for the "transition from process to

object" (Tall et al. 1999). This transition is sometimes called "encapsulation" and

sometimes "reification"; several authors claim that it is composed of a sequence of

steps.

 One of the richest sources available to handle this question is the construction of

mathematical objects (Thomas & Hong, 2004). There are three types of

mathematical object construction including perceived objects, precepts, and

axiomatic objects (Tall, Thomas, Davis, Gray, & Simpson, 1999). Embodied

objects were further added by Gray and Tall (2007).

 Mathematical terms are rarely presented trough prototypes; they are mostly

presented trough several well-chosen examples and counterexamples. Technology

also enables introduction through encapsulation, where a term, as an object,

 develops through a process of activities (Tall, 2000). A student learns and forms a

term in his own mental scheme trough a specific activity.

 When students meet a concept that they already learnt in a new, unfamiliar context,

they tend to employ the concept image rather than the concept definition as a result

of their past experiences about that concept (ibid). A concept image should be

formed by students themselves through activities designed to reveal what lies under

a concept rather than making students just memorize a concept definition (Tall et

al., 2000).

 Analysis of the questionnaire:

The 17 Likert-style statements in the questionnaire given to all students addressed a

number of different questions.The average response scores for CAS students are

shown in Table 2, and the Results for these students, for whom the questions were

relevant, discussed below. One problem was whether these students believe that

CAS has any influence on their understanding of the.

 A survey on the purchase of the TI-89 for the entire Maths 151 course found that

penetration was around 15%. Therefore, it was not surprising that of the sample of

65 students in the study, only 9 (13.8%) were successful on the calculator. There

were 5 male and 4 female students, 5 European and 4 Asian, with 4 from 19 to 22

years old, 3 from 23 years old and 2 from 17 to 18 years old. While this is a

relatively small sample, and no other demographic data is collected for these

students, some conclusions will be drawn below on what their data reveals.
2.
 IMPORTANCE OF THE ARTICLE

THE LEARNING OF LINEAR ALGEBRA CONCEPTS: INSTRUMENTATION OF

CAS CALCULATORS article seems very important to us since we can say that the purpose

of algebra is for students to appropriate their content, and use it as a tool to justify

generalizations and solve problems . Unfortunately it is in these uses.

of algebra where we find that students show lower performance. This article addresses

some of these problems from the teaching perspective; In particular, our study offers an

alternative to the teaching approach characterized by the principle of introducing algebra

from some definitions and rules, and from there, deriving the uses of the algebraic code.

Furthermore, Algebra is the most important branch of mathematics. Its use is in all our

daily life. Since its name means “reduction” (algebra comes from Arabic to yabr) it is very

useful to simplify many works and accounts that we use in all things. For me, algebra is

applied when we make purchases. As an example; if we buy 5 pencils and 6 erasers, in our

mind it is represented with 5a + 6b, and if it gives us the values / prices of a and b, it makes

it easier for us to get the total prices. Another example would be to take inventories. When I

do an inventory, we can represent the items with a letter and number for their quantity,

bone 10x can mean 10 pieces of "x" thing.

SUMMARY:

Linear algebra teaching has certain very special characteristics. The teaching of objects

such as vector spaces, linear transformations, values and eigenvectors, etc. It starts from a

formal definition, without in most cases mediating a previous motivation similar to what
happens, for example, in the calculation. In calculus, it is common to motivate the teaching

of concepts from other physical or geometric knowledge previously presented, but in linear

algebra, most of the concepts are presented as formal definitions of objects whose existence

does not have (in most of the cases) connection with previous knowledge or geometric or

physical arguments that motivate the presented definition. The first research works in

Mathematical Education were developed on calculus, but in the last 20 years several groups

of researchers are working on the didactics of linear algebra. The teaching of linear algebra

is universally recognized as difficult [3] whatever the orientation given to the subject

(matrix, axiomatic, geometric, computational) due to conceptual difficulties and the type of

thinking required to understand the subject. Dorier in his research shows the need for

students to engage throughout their mathematical work in a reflective analysis of objects, to

understand the unifying and generalizing aspects of the concepts of linear algebra