RUME 14 (Volume 2)
2011
Portland, Oregon
HOW INTUITION AND LANGUAGE USE RELATE TO STUDENTS’ UNDERSTANDING OF SPAN AND LINEAR INDEPENDENCE
Page: 339
This report describes a case study in an undergraduate elementary linear algebra class about the relationship between students’ understanding of span and linear independence and their intuition and language use. The study participants were seven students with a range of understanding levels. Findings indicated that students were more likely to successfully solve problems and explain concepts involving span and linear independence if they had low levels of self-evident intuitions and were better able to communicate their thinking in writing. Examples of students’ interfering intuitions regarding span and linear independence are described. The report also includes possible instructional implications.