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Part I. Theoretical Perspectives Elaborated through Tasks The Learning and Teaching of Linear Algebra through the Lenses of Intellectual Need and Epistemological Justification and Their Constituents Guershon Harel Learning Linear Algebra Using Models and Conceptual Activities Mara Trigueros Moving between the embodied, symbolic and formal worlds of mathematical thinking with specific linear algebra tasks Sepideh Stewart Part II. Analyses of Learners’ Approaches and Resources Systems of linear equations – a key element in the learning of Linear Algebra Asuman Oktac Rationale for Matrix Multiplication in Linear Algebra Textbooks John Paul Cook and Dov Zazkis An Action Process Object Schema (APOS) analysis of the understanding of determinants of matrices by Zimbabwean undergraduate mathematics students Catherine Kazunga & Sarah Bansilal Difficulties associated with understanding the concept of vector subspace: A case study of Zimbabwean teachers Lillias H.N. Mutambara and Sarah Bansilal Stretch Directions and Stretch Factors: A Sequence Intended to Support Guided Reinvention of Eigenvector and Eigenvalue Stretch Directions and Stretch Factors: A Sequence Intended to Support Guided Reinvention of Eigenvector and Eigenvalue David Plaxco, Michelle Zandieh, and Megan Wawro Examining Students’ Procedural and Conceptual Understanding of Eigenvectors and Eigenvalues in the Context of Inquiry-Oriented Instruction Khalid Bouhjar, Christine Andrews-Larson, Muhammad Haider, & Michelle Zandieh Part III. Dynamic Geometry Approaches Mental Schemes of Linear Algebra Visual Constructs Hamide Dogan How DGS mediates students’ reasoning on 3D linear transformations: a combined analysis from thinking modes and semiotic perspectives Melih Turgut Fostering Students’ Competences in Linear Algebra with digital Resources Ana Donevska-Todorova Part IV. Challenging tasks with pedagogy in mind Linear Algebra-a Companion of Advancement in Mathematical Comprehension Damjan Kobal An algebraic/computational approach to systems of linear equations in a Linear Algebra Course for students of computer science, physics, and mathematics Franz Pauer Nonnegative Factorisation of a Data Matrix as a Motivational Example for Basic Linear Algebra Barak A. Pearlmutter & Helena Smigoc Motivating Examples, Meaning and Context in Teaching Linear Algebra David Strong Holistic Teaching and Learning Holistically, exemplified through one example from Linear Algebra Frank Uhlig Using Challenging problems in Teaching Linear Algebra Abraham Berman
