Education project - Linear Algebra tile game
Abstract/description
Linear algebra, as taught at the first-year bachelor level, has strong computational elements while at the same time requiring abstract conceptual understanding. With practice, students become proficient at the computational aspects (for example Gauss-Jordan elimination or solving for eigenvalues) at the same time as finding the abstract, conceptual underpinnings of linear algebra extremely challenging to master. Furthermore, as a course progresses, these concepts are revealed to be interconnected in an increasingly complex network.
A recent scoping review of studies in linear algebra education identifies that theoretic understanding of linear algebra is positively effected by “concrete ways to scaffold deeper theoretical understanding while increasing student interest and engagement". In a recent educational innovation project, mathematics educators at Maastricht University (UM) have designed a Linear Algebra tile game, which has the potential to be a highly effective means for students to develop their conceptual understanding of linear algebra. The game provides a concrete means to increase students' engagement with theoretical content.
The current project aims to carry out research on the effectiveness of the tile game as a mechanism for learning.
Contact persons
- Tracy Craig (UT), project lead/PI
- Tugce Akkaya (TU Delft), co-PI
- Martijn Boussé (Maastricht University), co-PI
Participants
- Tugce Akkaya (TU Delft)
- Martijn Boussé (Maastricht University)
- Tracy Craig (UT)
- Philippe Dreesen (Maastricht University)
- Beryl van Gelderen (TU Delft/PRIME)
- Fulya Kula (UT)
- Lerna Pehlivan (UT)
- Monica Salvioli (Maastricht University)
- Max Sondag (Maastricht University)