Fostering mathematical connections in introductory linear algebra through adapted inquiry

Abstract

Mathematical connections are widely considered an important aspect of learning linear algebra, particularly at the introductory level. One effective strategy for teaching mathematical connections in introductory linear algebra is through inquiry-based learning (IBL). The demands of IBL instruction can make it difficult to implement such strategies in courses in which the instructor faces various constraints. The findings presented here are the product of an action research study in which IBL instructional materials were designed for a large-enrolled introductory linear algebra course with limited class time. This resulted in IBL being presented in a limited capacity alongside traditional lecture in what will be described as adapted inquiry. Specifically, these IBL materials were designed as vehicles through which students could form mathematical connections. This study was conducted with the goal of determining what mathematical connections students appear to be able to exhibit within the context of an adapted inquiry approach to IBL instruction.