TALLER INGLES

Presentado por:

JESSICA ALEJANDRA CUENCA PEDREROS ID: 583433

ANGÉLICA MARÍA LOZANO ID: 575060

ALVARO ANDRES HURTADO POLANIA: ID 568599

CORPORACIÓN UNIVERSITARIA MINUTO DE DIOS

PROGRAMA ADMINISTRACIÓN EN SEGURIDAD Y SALUD EN EL TRABAJO

ALGEBRA LINEAL

NEIVA-HUILA

2020
 TALLER INGLES

Presentado a:

LUIS ARIEL NINCO NINCO

Presentado por:

JESSICA ALEJANDRA CUENCA PEDREROS ID: 583433

ANGÉLICA MARÍA LOZANO ID: 575060

ALVARO ANDRES HURTADO POLANIA: ID 568599

CORPORACIÓN UNIVERSITARIA MINUTO DE DIOS

PROGRAMA ADMINISTRACIÓN EN SEGURIDAD Y SALUD EN EL TRABAJO

ALGEBRA LINEAL

Neiva-Huila

2020
 Introduction

The activity on this article was carried out and a reason for this was found is that, unlike
calculus, linear algebra is the first course that students meet and that is based on
mathematical theory, systematically built from scratch. Linear algebra has been described
as a unifying and generalizing theory that is also a formal theory (see [3]), and while it is
very powerful theory for solving a wide range of problems, familiarity is what generates
utility. On the contrary, for the student the topic can be very intense, with a quick
introduction of ideas and definitions and an apparent lack of connection with mathematics.
1. FIVE CONCEPTS:
 Important concepts:
This case study research involves sixty-five stage one math and science
(Mathematics 151) students from the University of Auckland taking place in
October 2003. Maths 151 is a core course designed for math students, covering both
calculus like linear algebra, and most of the students enrolled in this document have
no prior familiarity with linear algebra. TI-89 CAS calculators have been recently
introduced as an optional component of the course and are available to all students
to purchase.
 Results:
Question one essentially tested the procedural ability of students to find the reduced
echelon form of a 3-by-4 matrix representing a linear system in three variables. We
found that all 65 students were generally capable of some form of Gaussian
elimination (not always successfully), however they often failed to give a complete
answer. Only 34% answered this question correctly, while 26% answered able to
complete the row reduction but did not give a general solution. Even among those
with the correct answers, very few mentioned the existence or role of a free
variable.
 Using the CAS calculator:

A survey on the purchase of the TI-89 for the entire Maths 151 course found that
penetration was around 15%. Therefore, it was not surprising that of the sample of
65 students in the study, only 9 (13.8%) were successful on the calculator. There
were 5 male and 4 female students, 5 European and 4 Asian, with 4 from 19 to 22
years old, 3 from 23 years old and 2 from 17 to 18 years old. While this is a
relatively small sample, and no other demographic data is collected for these
students, some conclusions will be drawn below on what their data reveals.

 Analysis of the questionnaire:

The 17 Likert-style statements in the questionnaire given to all students addressed a
number of different questions.The average response scores for CAS students are
shown in Table 2, and the Results for these students, for whom the questions were
relevant, discussed below. One problem was whether these students believe that
CAS has any influence on their understanding of the.

 basic concepts of linear algebra:

such as the staggered form, types of solutions, linear independence, consistency of

the solution and matrix invertibility. The last 2 questions were related to linear
equations and are not discussed in this document. For example, in question 1 they
were asked to find the reduced row echelon form of the augmented matrix. We
wondered if students using the TI-89 would have more time to think of solutions,
since they did not have to carry out a row reduction procedure.
 2. conceptual map:

ALGEBRA COURSE

The nature of linear algebra itself (conceptual difficulties) and the type of thinking
required to understand linear algebra (cognitive difficulties), "and they claim that
in most cases these two sources are inseparable. Another problem area is that a
typical course Linear algebra comprises many languages and representations.

The language of The geometric language

general theory The language of the of space
most specific theory

Vector spaces, subspaces, Directed line segments, points, lines,

tuples, matrices, range, solutions of planes, and geometry transformations
dimension, operators, nuclei
the system of equations.
2. The importance of this article of learning linear algebra concepts since this is a
very interesting branch that is used in many fields, since it studies concepts such as:
matrices, systems of linear equations, linear transformations, the concepts are of
equal importance as the results that give in the differences operations and exercises.
it is important to know when a particular language is used best, how different levels
of description are related, and when one is more appropriate than the others is a
major source of difficulty for students, as one of the best methods that has been tried
to Improving learning in linear algebra is the Introduction to Technology.

4. EQUATION

1. Find the general solution of the following system of equations by finding the
reduced row echelon form of the augmented matrix of the system.

2 x1 −x2 −x3 =−5

x 1+ x2−x 3 =2
x 1+ 2 x 2 +2 x 3=5
3 1
2. Let A=
4 2 [ ]
Is det(5A)=5det(A)? Explain your answer.

3. Each of the following equations determines a plane in € R3. Do the two planes
intersect? If so, describe their intersection.
x 1+ 4 x 2−5 x 3=02 x1 −x2 −8 x3 =9

a −2
4. If the matrix M =
8 4 [ ]
can you find any values of a for which M k =0 for

some k?
5. Use the determinant to decide if v1 , v 2 , v 3are linearly independent when

5 −3 2
v1 =−7 v 2= 3 v3 =−7
9 −5 5

6. For what values of h and k is the following system consistent?

 2 x1 −x2 =h
−6 x 1+ 3 x 2=k

7. Mark each statement True or False. Justify each answer. a. If A is invertible,

then the inverse of A–1 is A itself.

b. If A= (bca cbd ) and ad=bc, then A is not invertible.

c. If A can be row reduced to the identity matrix, then A must be invertible.
d. If A is invertible, then elementary row operations that reduce A to the identity
In also reduce A−1to In.

5. Abstract: Summary: While a relatively small group of researchers internationally have

addressed some of the problems in learning linear algebra, including the use of technology,
there are still many problems for students. Many of them find that various aspects of linear
algebra are difficult to learn and often seem to prefer to engage in manipulative procedures
rather than a study of the underlying concepts and ideas. In University of Auckland
Computer Algebra System calculators (CAS) have, in recent years, been made available to
beginning linear algebra students. This research considered the reactions of a group of these
first-year college students to the use of the CAS calculator in their linear algebra learning.
This was the first time that most of these students had used CAS, so they considered the
problems associated with their initial CAS instrumentation and their attitudes to use CAS in
their learning. We discovered that the cost of technology is a problem that prevents many
from obtaining it, and that those few students who chose to buy and use CAS often did not
use it to improve understanding of conceptual ideas. They generally only used CAS
procedurally, usually to verify responses or to perform direct-step calculations to calculate,
for example, a determinant or an inverse of a matrix. Our research supports the view that
CAS calculator instrumentation does not occur naturally or spontaneously, even when
students want to integrate technology. We infer that it is not enough for teachers simply to
use technology, but that its use needs explicit and sustained attention.
BIBLIOGRAFIA

[CITATION Mic04 \l 9226 ]

Wikipedia. (22 de 04 de 2020). WIKIPEDIA. Obtenido de https://es.wikipedia.org/wiki/Ecuaci

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