Calculus with Analytical Geometry and Linear Algebra

1968 ◽  
Vol 52 (380) ◽  
pp. 187
Author(s):  
J. B. Morgan ◽  
Leopoldo V. Toralballa
Keyword(s):  
Linear Algebra ◽  
Analytical Geometry

Way to improve efficiency of teaching linear algebra to students with health disabilities by means of enlarged didactic units

2021 ◽  
pp. 65-71
Author(s):  
A.N. Semakin ◽  
◽  
G.P. Emgusheva
Keyword(s):  
Students With Disabilities ◽  
Linear Algebra ◽  
Teaching Methods ◽  
Educational Material ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Abstract Concepts ◽  
State Technical ◽  
Analytical Geometry ◽  
Time Gap

Presented is enlarged didactic units developed by P.M. Erdniev for teaching mathematics, that improves the ability of students to understand educational material. This effect is achieved as a result of organizing the educational process according to the principles of complementarity of teaching methods and the spatial and temporal combination of interrelated elements of knowledge. Among the basic mathematical disciplines taught at Bauman Moscow State Technical University for students with disabilities the most difficult discipline is Linear Algebra, which is due to its content and various problems with students’ health. Linear Algebra is largely based on the theory from Analytical Geometry that is quite well perceived by students with disabilities. A comparative analysis of these disciplines shows that the enlarged didactic units linking these disciplines together can significantly simplify the study of Linear Algebra. However, due to difficulties with scheduling the time gap between these disciplines can be up to two semesters, which makes it impossible to directly use the enlarged didactic units. To solve this problem, we introduce the supporting discipline "Cognitive technologies for supporting the discipline Linear Algebra" which runs in parallel with Linear Algebra and which is based on the material of Analytical Geometry. Forming its content in close connection with Linear Algebra in accordance with the main principles of the enlarged didactic units, we smoothly lead students to the understanding of abstract concepts of Linear Algebra, reducing the complexity of learning.

scholarly journals As concepções de acadêmicos de Engenharia, no início do curso, sobre a Matemática e a aprendizagem Matemática

2020 ◽  
Vol 21 (3) ◽  
pp. 314-323
Author(s):  
Eliéverson Guerchi Gonzales ◽  
Kátia Guerchi Gonzales ◽  
José Matheus Pinheiro da Fonseca da Silva
Keyword(s):  
Linear Algebra ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Education Institution ◽  
Mathematical Concept ◽  
Private Higher Education ◽  
Analytical Geometry ◽  
Mato Grosso ◽  
Learning Mathematics ◽  
Mato Grosso Do Sul

ResumoA pesquisa teve como objetivos investigar e analisar as concepções de Matemática, da aprendizagem de Matemática e do pensamento matemático dos acadêmicos dos primeiros semestres dos cursos de Engenharia Elétrica, Engenharia da Computação e Engenharia Ambiental de uma instituição privada de Ensino Superior, localizada na cidade de Campo Grande, Mato Grosso do Sul, Brasil. Trata-se de uma pesquisa qualitativa realizada com os ingressantes do ano de 2018. Nesta pesquisa foram utilizados questionários, juntamente com entrevistas sob a luz da História Oral. Para análise, foram necessários dois movimentos: um no trabalho das narrativas produzidas pelas entrevistas e outro em relação aos questionários. As análises, a partir dos questionários, permitiram identificar, de modo geral, manifestações de concepção Matemáticas coesas predominante, como também, do pensamento Matemático especulativo. Quanto à concepção em relação à aprendizagem de Matemática, as manifestações foram equivalentes. Sobre as concepções dos estudantes na disciplina de Geometria Analítica e Álgebra Linear (GAAL), a concepção de aprendizagem de Matemática foi a instrumental, a concepção de Matemática se revelou coesa e o pensamento matemático permeou entre o investigativo e o exato. Nas entrevistas, tanto as concepções que se referem à Matemática, de maneira geral, quanto às concepções da disciplina de GAAL, foram as mesmas. Identificam-se as concepções de aprendizagem de Matemática relacional, a concepção de Matemática coesa e o pensamento Matemático especulativo. Palavras-chave: Concepções de Matemática. Geometria Analítica e Álgebra Linear Aprendizagem. AbstractThis paper investigates and analyzes mathematics conceptions, mathematics learning and mathematical thinking of the first semester students from Electrical Engineering, Computer Engineering and Environmental Engineering courses of a private Higher Education institution, located in the city of Campo Grande, Mato Grosso do Sul, Brazil. This is a qualitative research conducted with the freshmen of the year 2018. In this research, questionnaires were used, together with interviews in the light of Oral History. For the analysis, two approaches were necessary: first looking into the narratives produced by the interviews and a second one with associated questionnaires. The questionnaire analyzes allowed us to identify, in general, manifestations of predominant cohesive mathematical conceptions, as well as, of speculative mathematical thinking. As for the comprehension associated with learning mathematics, the manifestations were equivalent. Regarding the students' mathematical concept of Analytical Geometry and Linear Algebra (AGLA), the concept of learning mathematics was the instrumental one, and so the mathematics concept proved to be cohesive with investigative and exact mathematical thinking. In the interviews, both the concepts that refer to mathematics and the AGLA discipline were the same. Concepts of relational mathematics learning, the concept of cohesive mathematics and speculative mathematical thinking were identified. Keywords:. Mathematics Conceptions. Analytical Geometry and Linear Algebra Learning.

scholarly journals INFORMATION PROVISION OF DISTANCE LEARNING SYSTEM

1970 ◽  
Vol 3 (2) ◽  
Author(s):  
Viacheslav M. Oleksenko
Keyword(s):  
Distance Learning ◽  
Linear Algebra ◽  
Information Provision ◽  
Relevant Information ◽  
Theory And Practice ◽  
Learning System ◽  
Analytical Geometry ◽  
Distance Learning System ◽  
And Training

The article deals with the results of the research concerning the relevant information resources elaborated and introduced into the pedagogical process by the author. The peculiarities of the first in Ukraine dictionary on theory and practice of distance learning, distance course “Linear Algebra” and the course-book “Linear Algebra and Analytical Geometry”, which promote the raising in quality of education and training of specialists, are revealed.

scholarly journals A challenge to improve the interest of students for mathematics education

2019 ◽  
Vol XXII (1) ◽  
pp. 98-103
Author(s):  
Ciobanu C.
Keyword(s):  
Differential Geometry ◽  
Mathematics Education ◽  
Linear Algebra ◽  
Educational Process ◽  
Naval Academy ◽  
Change Over Time ◽  
Analytical Geometry ◽  
Classical Mathematics ◽  
Academic Year ◽  
Over Time

This paper presents the results and the conclusions that we have drawn from the analysis made following two surveys conducted with the first years' students from the Faculty of Navigation and Naval Management from "Mircea cel Batran" Naval Academy in the second semester of the academic year 2017-2018. The aim was to find out, in the students' understanding, which is the importance of Linear Algebra, Analytical Geometry and Differential Geometry in the educational process. Both surveys sought to emerge from the tradition of teaching classical mathematics, structured on programs that have not undergone much change over time, which was based on exacerbated formalism, abstracting and disregard for the exceptional advances of science and technology from the last decades.

scholarly journals ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ НАВЧАННЯ АНАЛІТИЧНОЇ ГЕОМЕТРІЇ ТА ЛІНІЙНОЇ АЛГЕБРИ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКИ Й ІНФОРМАТИКИ

2018 ◽  
Vol 67 (5) ◽  
pp. 173
Author(s):  
Tetiana M. Makhometa ◽  
Tetiana A. Vakaliuk ◽  
Iryna M. Tiahai
Keyword(s):  
Computer Science ◽  
Information And Communication Technologies ◽  
Linear Algebra ◽  
Cognitive Activity ◽  
Communication Technologies ◽  
Educational Process ◽  
Mobile Technologies ◽  
Future Teachers ◽  
Analytical Geometry ◽  
Information And Communication

The article offers the ways of modern information and communication technologies introduction in the process of teaching the discipline «Analytical geometry and linear algebra» for future teachers of physics and computer science. The authors highlight the actuality and experience of using information and communication technologies of training, innovative approaches to the organization of educational process in high school and determine the types of information and communication technologies of teaching analytic geometry and linear algebra at the pedagogical university. The possibilities of network technologies use in the process of teaching analytical geometry and linear algebra are considered, as well as determined advantages of their use for students’ in-class and out-of-class work. The authors demonstrate the ways of organizing students’ educational activity using the applied software for carrying out self-checking tasks correctness. It is presented the form of interactive learning with the use of AS Gran 3D, which effectively influences on the future teachers training and highlighted the advantages of using mobile technologies for checking students’ knowledge. The peculiarities of using mobile technologies in the process of preparation of future teachers of physics, computer science are pointed out. In particular, it is presented an example for testing students’ knowledge using the Plickers program which makes it possible to assess the level of students’ knowledge quickly. The examples show different ways of applying information and communication technologies, the use of which in traditional training contributes to the activation of cognitive activity of students, motivates them to work independently. It is noted that the educational process of using information and communication technologies of teaching intensifies students’ educational and cognitive activity, promotes the development of creative abilities and leadership qualities, forms the autonomy in gaining new knowledge.

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