Didactic strategy of linear algebra with collaborative learning in mathematics pedagogical training
Díaz, Verónica
Universidad de Los Lagos
Hernández-Díaz, Alejandro
Universidad Católica de Temuco
Journal
Journal on Mathematics Education
ISSN
2407-0610
2087-8885
Open Access
gold
Volume
15
Start page
925
End page
944
This article details the design and implementation of a didactic intervention strategy aimed at enhancing the pedagogical skills of mathematics education students in the teaching of linear algebra. Given the challenges students often face in grasping abstract mathematical concepts, the intervention leverages the Anthropological Theory of Didactics and Collaborative Learning as its theoretical framework. The phases of the intervention's execution in the classroom, along with the key elements for successful implementation, are thoroughly outlined. The results indicate significant improvements in academic performance in the units' covering determinants, matrices, and systems of linear equations, while challenges persist in the unit on vector spaces. In terms of task genres, students showed proficiency in defining and calculating, although there was a lower level of mastery in demonstrating. The study concludes that, despite a general unfamiliarity with autonomous learning, the future educators were able to become active and effective contributors to their own mathematical knowledge construction through collaborative group work.