Abstract
The purpose of this research study was to understand how linear algebra students in a university in the United States make sense of subspaces of vector spaces in a series of in-depth qualitative interviews in a technology-assisted learning environment. Fourteen mathematics majors came up with a diversity of innovative and creative ways in which they coordinated visual and analytic approaches in the exploration of subspaces of a number of vector spaces such as \({\mathbb{R}}^n ,{\mathbb{R}}^{n \times n} ,{\mathbb{P}}_n\) and \(C\left( {\mathbb{R}} \right)\). In the demonstration of the closure property, the research participants embraced three different approaches in expressing the linear combination of \({\mathbf{u}}\) and \({\mathbf{v}}\): (i) \({\mathbf{u}} + {\mathbf{v}}\) [type I notation]; (ii) \(c{\mathbf{u}} + {\mathbf{v}}\) [type II notation]; and (iii) \(c{\mathbf{u}} + d{\mathbf{v}}\) [type III notation]. Although the majority of the students embraced type I notation at the beginning; there was a considerable shift towards type II notation towards the end of the study. Although students’ visualizations on the DGS appeared at times to be in agreement with the vector sum notation analytically embraced, students still most of the time utilized the type I notation in their visualizations. The role of the zero vector manifested itself in three main categories: (i) to show nonemptiness of a subspace; (ii) to show the failure of closure property of a nonsubspace [e.g., \({\mathbf{u}},{\mathbf{v}} \in W,{\text{but}}\,{\mathbf{u}} + {\mathbf{v}} = {\mathbf{0}} \notin W\)]; (iii) to show nonsubspaceness by showing that \(0 \notin W\). The zero vector seemed to be emphasized both within the visual approach and the analytic approach. Moreover, the visual approach did not prove necessary except for the nonsubspace explorations of certain cases. The paper concludes by offering pedagogical implications along with implications for the mathematics teaching profession and recommendations for further research.
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig1_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig2_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig3_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig4_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig5_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig6_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig7_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig8_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig9_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig10_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig11_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig12_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig13_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig14_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig15_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig16_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig17_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig18_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig19_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig20_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig21_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig22_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig23_HTML.png)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs11858-019-01101-4/MediaObjects/11858_2019_1101_Fig24_HTML.png)
Similar content being viewed by others
Notes
Prior to the interviews on subspaces, students had explored ten important vectors spaces using the DGS-MATLAB environment so they were all familiar with standard operations of each of these vector spaces and modeling vector space properties using DGS-MATLAB.
The discovery of subspaceness of W9 proved a big surprise for everyone. Everybody initially thought of W9 as an obvious nonsubspace outsider. Not being able to find a counter-example triggered students’ willingness to actually prove its subspaceness—which eventually what really worked at the end!
A blank table was provided to all students; however not all students were able to complete all the cells of this table.
At times, students felt the need to establish linear (in)dependence of a given set S of a vector space V or to obtain a smaller spanning set (instead of simply referring to a theorem that states that Span(S) is a subspace of V).
References
Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks: Sage Publications Inc.
Britton, S., & Henderson, J. (2009). Linear algebra revisited: An attempt to understand students’ conceptual difficulties. International Journal for Mathematics Education in Science and Technology,40(7), 963–974.
Caglayan, G. (2018). Real analysis students’ understanding of pointwise convergence of function sequences in a DGS assisted learning environment. Journal of Mathematical Behavior,49, 61–81.
Carlson, D., Johnson, C. R., Lay, D. C., & Porter, A. D. (1993). The linear algebra curriculum study group recommendations for the first course in linear algebra. College Mathematics Journal,24(1), 41–46.
Dorier, J.-L. (1991). Sur l’enseignement des concepts élémentaires d’algèbre linéaire à l’université. Recherches en Didactique des Mathématiques,11(2/3), 325–364.
Dorier, J.-L. (1995). Meta level in the teaching of unifying and generalizing concepts in mathematics. Educational Studies in Mathematics,29(2), 175–197.
Dorier, J.-L. (1998). The role of formalism in the teaching of the theory of vector spaces. Linear Algebra and its Applications,275(27), 141–160.
Dorier, J.-L., Robert, A., Robinet, J., & Rogalski, M. (2000). On a research programme concerning the teaching and learning of linear algebra in first year of French science university. International Journal of Mathematical Education in Science and Technology,31(1), 27–35.
Dorier, J. L., & Sierpinska, A. (2001). Research into the teaching and learning of linear algebra. In D. Holton, M. Artigue, U. Krichgraber, J. Hillel, M. Niss, & A. Schoenfeld (Eds.), The teaching and learning of mathematics at university level: An ICMI Study (pp. 255–273). Dordrecht: Kluwer Academic Publishers.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Harel, G. (1987). Variations in linear algebra content presentation. For the Learning of Mathematics,7(3), 29–32.
Harel, G. (1990). Using geometric models and vector arithmetic to teach high-school students basic notions in linear algebra. International Journal for Mathematics Education in Science and Technology,21(3), 387–392.
Harel, G. (2000). Principles of learning and teaching mathematics, with particular reference to the learning and teaching of linear algebra: Old and new observations. In J. Dorier (Ed.), On the teaching of linear algebra (pp. 177–189). Dordrecht: Kluwer.
Harel, G., & Kaput, J. (1991). The role of conceptual entities in building advanced mathematical concepts and their symbols. In D. Tall (Ed.), Advanced mathematical thinking (pp. 82–94). Dordrecht: Kluwer.
Hillel, J. (2000). Modes of description and the problem of representation in linear algebra. In J. Dorier (Ed.), On the teaching of linear algebra (pp. 191–207). Dordrecht: Kluwer.
Larson, R. (2013). Elementary linear algebra (7th ed.). Boston: Cengage.
Parraguez, M., & Oktac, A. (2010). Construction of the vector space concept from the viewpoint of APOS theory. Linear Algebra and its Applications,432(8), 2112–2124.
Pavlopoulou, K. (1993). Un problème décisif pour l’apprentissage de l’algèbre linéaire: la coordination des registres de représentation. Annales de Didactiques et de Sciences Cognitives,5, 67–93.
Rogalski, M. (1994). L’enseignement de l’algèbre linéaire en première année de DEUG A. La Gazette des Mathématiciens,60, 39–62.
Sierpinska, A., Dreyfus, T., & Hillel, J. (1999). Evaluation of a teaching design in linear algebra: The case of linear transformations. Recherches en Didactique des Mathematiques,19(1), 7–41.
Stewart, S. (2008). Understanding linear algebra concepts through the embodied, symbolic and formal worlds of mathematical thinking. Unpublished doctoral thesis, University of Auckland.
Stewart, S., & Thomas, M. O. J. (2010). Student learning of basis, span, and linear independence in linear algebra. International Journal for Mathematics Education in Science and Technology,41(2), 173–188.
Wawro, M., Sweeney, G., & Rabin, J. M. (2011). Subspace in linear algebra: Investigating students’ concept images and interactions with the formal definition. Educational Studies in Mathematics,78(1), 1–19.
Zazkis, D. (2016). On transitions between representations: The role of contextual reasoning in calculus problem solving. Canadian Journal of Science, Mathematics and Technology Education,16(4), 374–388.
Zazkis, R., Dubinsky, E., & Dautermann, J. (1996). Coordinating visual and analytic strategies: A study of students’ understanding of the group D4. Journal for Research in Mathematics Education,27(4), 435–457.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Caglayan, G. Is it a subspace or not? Making sense of subspaces of vector spaces in a technology-assisted learning environment. ZDM Mathematics Education 51, 1215–1237 (2019). https://doi.org/10.1007/s11858-019-01101-4
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11858-019-01101-4