Secondary-tertiary transition and students’ difficulties: the example of duality

Martine De Vleeschouwer

Secondary-tertiary transition and students’ difficulties: the example of duality

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Abstract

We are presenting a study about duality and its learning in linear algebra. We have elaborated a device of follow-up of knowledge and difficulties of students enrolled in first-year university mathematics or physics programs, concerning this theme. We are presenting the results of this device categorizing students’ difficulties. We present moreover a perspective on transition allowing us to interpret students’ difficulties in duality in terms of transition.

Original language	French
Title of host publication	CERME 6
Pages	2256-2265
Number of pages	10
Publication status	Published - 2009
Event	CERME 6 - Sixth Congress of the European Society for Research in Mathematics Education - Lyon Duration: 28 Jan 2009 → …

Symposium

Symposium	CERME 6 - Sixth Congress of the European Society for Research in Mathematics Education
City	Lyon
Period	28/01/09 → …

Access to Document

PROCEEDINGS_wg12-02-de-vleeschouwerFinal published version, 294 KB

http://ife.ens-lyon.fr/publications/edition-electronique/cerme6/wg12-02-de-vleeschouwer.pdf

Cite this

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title = "Secondary-tertiary transition and students{\textquoteright} difficulties: the example of duality",

abstract = "We are presenting a study about duality and its learning in linear algebra. We have elaborated a device of follow-up of knowledge and difficulties of students enrolled in first-year university mathematics or physics programs, concerning this theme. We are presenting the results of this device categorizing students{\textquoteright} difficulties. We present moreover a perspective on transition allowing us to interpret students{\textquoteright} difficulties in duality in terms of transition.",

author = "{De Vleeschouwer}, Martine",

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note = "CERME 6 - Sixth Congress of the European Society for Research in Mathematics Education ; Conference date: 28-01-2009",

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AB - We are presenting a study about duality and its learning in linear algebra. We have elaborated a device of follow-up of knowledge and difficulties of students enrolled in first-year university mathematics or physics programs, concerning this theme. We are presenting the results of this device categorizing students’ difficulties. We present moreover a perspective on transition allowing us to interpret students’ difficulties in duality in terms of transition.

M3 - Article dans les actes d'une conférence/un colloque

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EP - 2265

BT - CERME 6

T2 - CERME 6 - Sixth Congress of the European Society for Research in Mathematics Education

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