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Challenges and Strategies in Teaching Linear Algebra pp 261–276Cite as

Fostering Students’ Competencies in Linear Algebra with Digital Resources

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Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

This chapter discusses current research regarding the teaching and learning of concepts in linear algebra with the aid of (digital) resources. In particular, it looks into potential of digital resources to foster students’ competencies in linear algebra . The aim of the chapter is to explain how technology-enhanced teaching and learning environments may contribute to developing competencies in multiple representations, visualization as well as procedural and conceptual understanding. The chapter culminates with a suggested nested model of three modes of thinking of concepts in linear algebra , which is suitable for designing teaching and learning environments.

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Notes

  1. 1.

    https://www.mathworks.com/products/matlab/.

  2. 2.

    https://www.wolfram.com/mathematica/.

  3. 3.

    maxima.sourceforge.net/.

  4. 4.

    https://www.maplesoft.com/products/maple/.

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Author information

Authors and Affiliations

  1. Humboldt-Universität zu Berlin, Berlin, Germany

    Ana Donevska-Todorova

Authors
  1. Ana Donevska-Todorova
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Correspondence to Ana Donevska-Todorova .

Editor information

Editors and Affiliations

  1. Department of Mathematics, University of Oklahoma, Norman, Oklahoma, USA

    Sepideh Stewart

  2. College of Education, Florida State University, Tallahassee, Florida, USA

    Christine Andrews-Larson

  3. Department of Mathematics, Technion—Israel Institute of Technology, Haifa, Israel

    Avi Berman

  4. Arizona State University, Mesa, Arizona, USA

    Michelle Zandieh

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Donevska-Todorova, A. (2018). Fostering Students’ Competencies in Linear Algebra with Digital Resources. In: Stewart, S., Andrews-Larson, C., Berman, A., Zandieh, M. (eds) Challenges and Strategies in Teaching Linear Algebra. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-66811-6_12

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  • DOI: https://doi.org/10.1007/978-3-319-66811-6_12

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