RUME 28
2026
Alexandria, Virginia
A Model of Epistemological Justification for Teaching and Learning Linear Algebra Proofs
Page: 1502
Harel (2024) published a theoretical framework epistemological justification which manifests itself when asking questions on why and how a piece of mathematical knowledge was created. We aim to build a model using the framework of epistemological justification to examine students in a second linear algebra course. We hope to add insight as to when epistemological justification manifests in proof based linear algebra students as well as attempt to determine what instructional decisions promote epistemological justification. This research will continue to add to the conversation around proof based linear algebra which has been less explored and give further insight into students thinking about linear algebra proofs.