In this study, I examined seven first-year linear algebra students’ linear independence schemas. Data came from participants’ interview responses to a set of nine questions. The analysis focused on the identification of concepts and connections pertaining to plans and activations. Overall, the findings revealed the existence of routinized plans, each containing one of six most frequently expressed connections. Moreover, I observed some participants activating these plans as fixed plans, and other participants activating them as ready-to-hand plans. Some activations were task specific. In short, I found participants’ linear independence schemas to be populated by three main routinized plans, each with varying characteristics.
KeywordsLinear independence Schema theory Connections Plans Activation Knowledge
This paper is made possible partially by a grant from NSF (CCLI0737485). I thank the reviewers and the editors for their valuable feedback in improving earlier versions of the paper.
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