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Linear Algebra Teaching and Learning: Visualization
Language: English
Published by VDM Verlag Dr. Müller, 2008
ISBN 10: 3639089944 ISBN 13: 9783639089943
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
US$ 54.87
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Mathematics Performance and Reading Skills: Problem Solving
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Seller rating 5 out of 5 stars
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Linear Algebra Teaching and Learning: Visualization
Language: English
Published by VDM Verlag Dr. Mïż½ller 2008-11-05, 2008
ISBN 10: 3639089944 ISBN 13: 9783639089943
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Mathematics Performance and Reading Skills: Problem Solving
Language: English
Published by VDM Verlag 2009-03-29, 2009
ISBN 10: 3639133943 ISBN 13: 9783639133943
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Mathematics Performance and Reading Skills : Problem Solving
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Mathematics Performance and Reading Skills : Problem Solving
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Linear Algebra Teaching and Learning
Language: English
Published by VDM Verlag Dr. Müller, 2013
ISBN 10: 3639089944 ISBN 13: 9783639089943
Kartoniert / Broschiert. Condition: New. The book presents the findings of our work that investigated the effects of visual representations on learning and teaching of abstract concepts. Our work compared two first year linear algebra classes one is traditional group.
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Linear Algebra Teaching and Learning | Visualization
Language: English
Published by VDM Verlag Dr. Müller, 2013
ISBN 10: 3639089944 ISBN 13: 9783639089943
Taschenbuch. Condition: Neu. Linear Algebra Teaching and Learning | Visualization | Hamide Dogan-Dunlap | Taschenbuch | Kartoniert / Broschiert | Englisch | 2013 | VDM Verlag Dr. Müller | EAN 9783639089943 | Verantwortliche Person für die EU: OmniScriptum GmbH & Co. KG, Bahnhofstr. 28, 66111 Saarbrücken, info[at]akademikerverlag[dot]de | Anbieter: preigu.
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Linear Algebra Teaching and Learning: Visualization
Language: English
Published by VDM Verlag Dr. Müller, 2008
ISBN 10: 3639089944 ISBN 13: 9783639089943
US$ 142.33
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PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Linear Algebra Teaching and Learning Visualization
Language: English
Published by VDM Verlag Dr. Müller, 2008
ISBN 10: 3639089944 ISBN 13: 9783639089943
PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Mathematics Performance and Reading Skills Problem Solving
Seller: PBShop.store UK, Fairford, GLOS, United Kingdom
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Add to basketPAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Linear Algebra Teaching and Learning Visualization
Language: English
Published by VDM Verlag Dr. Müller, 2008
ISBN 10: 3639089944 ISBN 13: 9783639089943
Seller: PBShop.store UK, Fairford, GLOS, United Kingdom
Seller rating 4 out of 5 stars
US$ 56.46
US$ 4.41 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketPAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Linear Algebra Teaching and Learning : Visualization
Language: English
Published by VDM Verlag Dr. Müller, 2008
ISBN 10: 3639089944 ISBN 13: 9783639089943
Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The book presents the findings of our work that investigated the effects of visual representations on learning and teaching of abstract concepts. Our work compared two first year linear algebra classes; one is traditional group and the other is experimental group who used the geometric representations of basic abstract linear algebra concepts. We documented differences in student understanding of vector space concepts, and consequently, evaluated the strength and weakness of both approaches. The experimental group performed significantly better than the traditional group in tasks involving only conceptual knowledge. The most noticeable differences in understanding were found in applying basic vector space concepts to linear transformations, and in finding bases for subspaces by recognizing vectors as the objects of subspaces. No significant evidence was found to support the belief that the experimental group performed less well than the traditional group in questions that required procedural knowledge.
