LEADER 03814nam 22006134a 450 001 9910454685903321 005 20200520144314.0 010 $a1-280-20772-8 010 $a9786610207725 010 $a0-306-47224-4 024 7 $a10.1007/0-306-47224-4 035 $a(CKB)111056486604408 035 $a(EBL)3035352 035 $a(SSID)ssj0000214809 035 $a(PQKBManifestationID)11184888 035 $a(PQKBTitleCode)TC0000214809 035 $a(PQKBWorkID)10167429 035 $a(PQKB)11125966 035 $a(DE-He213)978-0-306-47224-4 035 $a(MiAaPQ)EBC3035352 035 $a(Au-PeEL)EBL3035352 035 $a(CaPaEBR)ebr10046964 035 $a(CaONFJC)MIL20772 035 $a(OCoLC)50617157 035 $a(EXLCZ)99111056486604408 100 $a20000725d2000 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aOn the teaching of linear algebra$b[electronic resource] /$fedited by Jean-Luc Dorier 205 $a1st ed. 2000. 210 $aDordrecht ;$aBoston $cKluwer Academic Publishers$dc2000 215 $a1 online resource (313 p.) 225 1 $aMathematics education library ;$vv. 23 300 $aDescription based upon print version of record. 311 $a0-7923-6539-9 320 $aIncludes bibliographical references and index. 327 $aEpistemological Analysis of the Genesis of the Theory of Vector Spaces -- Epistemological Analysis of the Genesis of the Theory of Vector Spaces -- Teaching and Learning Issues -- The Obstacle of Formalism in Linear Algebra -- Level of Conceptualization and Secondary School Math Education -- The Teaching Experimented in Lille -- The Meta Lever -- Three Principles of Learning and Teaching Mathematics -- Modes of Description and the Problem of Representation in Linear Algebra -- On Some Aspects of Students? Thinking in Linear Algebra -- Presentation of Other Research Works. 330 $aTo a large extent, it lies, no doubt, in what is presented in this work under the title of ?meta lever?, a method which it is certainly interesting to develop and further refine. There exists in mathematics courses a strange prudery which forbids one to ask questions such as, ?? Why are we doing this? », ?? At what is the objective aimed? », whereas it is usually easy to reply to such questions, to keep them in mind, and to show that one can challenge these questions and modify the objectives to be more productive or more useful. If we don?t do this we give a false impression of a gratuitous or arbitrary interpretation of a discipline whose rules are far from being unmotivated or unfounded. One must also consider the time aspect. Simple ideas take a long time to be conceived. Should we not therefore allow the students time to familiarize themselves with new notions? And must we not also recognize that this length of time is generally longer than that ofthe official length of time accorded to this teaching and that we should be counting in years? When the rudiments of linear algebra were taught at the level of the lycée (college level), the task of first year university teachers was certainly easier : for sure the student's knowledge was not very deep, however it was not negligible and it allowed them to reach a deeper understanding more quickly. 410 0$aMathematics education library ;$vv. 23. 606 $aAlgebras, Linear$xStudy and teaching 608 $aElectronic books. 615 0$aAlgebras, Linear$xStudy and teaching. 676 $a512/.5 701 $aDorier$b Jean-Luc$0961065 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910454685903321 996 $aOn the teaching of linear algebra$92178951 997 $aUNINA