PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Student reasoning about span and linear independence: A comparative analysis of outcomes of inquiry-oriented instruction
Page: 60
In this report we examine the performance and reasoning of span and linear independence of 126 linear algebra students who learned through a particular inquiry-oriented (IO) instructional approach compared to 129 students who did not. Students who received IO instruction outperformed Non-IO students on questions focused on span, but not on questions focused on linear independence. Our open-ended coding additionally suggested that IO students’ concept images of span and linear independence were more aligned with corresponding concept definitions than those of Non-IO students.