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The Effective Use of LaTeX Drawing in Linear Algebra
-- Utilization of Graphics Drawn with KETpic --
Masataka Kaneko, Satoshi Yamashita(Kisarazu National College of Technology)
Hiroaki Koshikawa, Kiyoshi Kitahara (keiai University) (Kogakuin University)
Setsuo Takato (Toho University)
Typical Issue in LA
Necessary condition for teaching and learning mathematical concepts (G. Harel 2000)
Concreteness(Reality)
Necessity(Motivation)
Generalizibility(Formalization)
Use of Graphics
Illuminative Application
Axiomatic Approach
Typical Issue in LA
Necessary condition for teaching and learning mathematical concepts (G. Harel 2000)
Concreteness(Reality)
Necessity(Motivation)
Generalizibility(Formalization)
Use of Graphics
Illuminative Application
Axiomatic Approach
Self evident in Matrix Oriented LA (R^2-R^3)
Typical Issue in LA
Necessary condition for teaching and learning mathematical concepts (G. Harel 2000)
Concreteness(Reality)
Necessity(Motivation)
Generalizibility(Formalization)
Use of Graphics
Illuminative Application
Axiomatic Approach
High Quality Graphics are needed
Typical Issue in LA
Necessary conditions for teaching and learning mathematical concepts (G. Harel 2000)
Concreteness(Reality)
Necessity(Motivation)
Generalizibility(Formalization)
Use of Graphics
Illuminative Application
Axiomatic Approach
Abstractness is overemphasized
Our Proposal
LaTeX Graphics Drawn with KETpic
Motivating Examples
Generalizible Concepts
Preciseness
Rich Perspective
Programmability
Contents1. Our Questionnaire Survey2. Previous Researches3. Use of Graphics in Textbooks4. Utilization of Graphics Drawn with KETpic5. Students’ Interview6. Future Works
• Focuses of the Survey (I) The methods how teachers produce and use graphical class materials (II) The needs of teachers for using graphical class materials
• Terms 2008.9.1 – 2008.12.31
• Posted to Teachers at Universities and College of Technologies in JAPAN ↓667 teachers (of mathematics, computer science, physics, technology, etc.) at23 universities and 56 college of technologies answered
• Here we analyze only the answers of 378 mathematics teachers (which are the large majority)
Frequency of displaying graphics on printed matters, with a video projector, or others (excluding "on blackboard")
The topics which you think the display of graphics is effective for
↓ The answers are classified to two categories.
1. Topics needing precise figures Graph of one or two variable functions (77) Taylor series expansions (26) Quadratic curves and surfaces (4) Solution curves for differential equation (9)
2. Topics needing conceptual figures which are difficult to be drawn on blackboard Differential and Integral (27) Partial differential and Total differential (24) Double integral and Repeated integral (23) Vectors and Linear transformations (14)
To positive respondents we asked
The reason why you do not show graphics to students excluding on blackboard
1. No need (29) Explanation by words is sufficient. Explanation through visualization is not appropriate (sometimes misleading or even contradicts to the abstract notion like “orthogonality” in two dimensional space). Students’ reasoning may be captured by figures.
2. Referring to figures in textbook is sufficient (8)3. No skill (6)4. No time (5)
Is it true that using graphics is not necessary (or not effective) in the teaching and learning of linear algebra?
↓ This problem was studied comprehensively
by Ghislaine Gueudet-Chartier. “Using Geometry to Teach and Learn
Linear Algebra” (CBMS Issue in Math. Ed., Vol.13, 2006, AMS)
Research GroundingFischbein’s theory of “intuition”
“Credible Reality” is needed to productive reasoning.
“Models” are a central factor of intuition. Abstract models Analogical models Intuitive models Paradigmatic models
Research Questions(1) How do mathematicians and students use geometric (and associated figural) models?
(2) What are the possible uses of geometric models in linear algebra? (3) What are the consequences of the observed uses of models on students’ practices and thinking processes?
(1) Questionnaire survey to 31 mathematicians
concerning the use of drawings in LA Used the following figures or not? If “Yes”, for what purpose? Used any other figures?
Teachers do not use many drawings. Most of the drawings were used to illustrate situations occurring in only R^2 or R^3. (which is used not as paradigmatic model but as analogical geometric model)
(2) Textbook survey concerning the possibilities
and limitations of the R^2-R^3 model Banchoff-Wermer: “Linear Algebra through Geometry” (Springer)
Historical analysis of LA (Dorier) suggests “LA is a general theory designed to unify several branches of mathematics” Thanks to using coordinates, R^2-R^3 serves an excellent paradigmatic model for R^n. Due to structural isomorphism, R^n does not serve as a paradigmatic model for general LA.
(3) Interview to students Since the interview described in the paper is related only the extension from R^2-R^3 to R^n, we review the following example given in her another paper “Geometrical and Figural Models in Linear Algebra”Test (with justifications): Is there any linear transformation sending the left parallelogram (spanned by u and v) onto the right?
Reasoning process Number of students
Correct answer
Use geometric transformations in R^2 (for positive) and refer to dimensional properties (for negative)
13 1
Use algebraic properties that linear transformation is characterized by the image of basis vectors
14 2
Use intuitive model (preservation of parallelogram) for the algebraic property (stability of sums and scalar multiplications under linear transformation )
10 4
Though LA can not be taught nor learned as a mere generalization of geometry, geometric model can be helpful.
Geometric models must be used carefully in LA courses. Especially, geometrical model for general LA requires additional research.
Almost all of the textbooks (in English) which we investigated use few graphics.
↓ Exception: S. Lang: “Linear Algebra”
The use of graphics in Lang’s text has a similar feature as Banchoff-Wermer’s one.
Contents Number of figures
Comments
Vector space and Matrix
28 R^2-R^3 figure
Linear maps and Matrix
12 General theory context with R^2 figure
Inner products 1 R^2 figure
Determinants 10 R^2-R^3 figure
Eigenvalues and Eigenvectors
2 R^2 figure
Convexity 5 R^2 and R^n figure
As another example of aggressive use of figures in the general theory context, we pick up the text written by G.Strang. “Introduction to Linear Algebra”.
↓ Even in this text, only 3 figures are used.
All of them are used in R^n theory context. (Directly connected to the matrix oriented Linear Algebra) All of them are abstract figures. (Experience is needed for students to fully understand the meaning of them)
The reasons why the use of graphics are tend to be held off in LA textbooks seem to be (1) Since simple shape is used, it tends to be thought that using blackboard is sufficient.(2) Since high dimensional figure can not be drawn, graphics tends to be regarded as obstacle to learning general theory. (3) Since many concepts tends to become self- evident in R^2, figures in R^3 are desirable. However, it is not so easy to draw fine R^3 figures.
Our Research QuestionIs it possible to make effective figures which serve as good help in students’ learning general LA?
↓ KETpic will be able to produce such figures
Subjects 8 students of KNCT in the last grade (all 20 years old) They are familiar with matrix-oriented LA (containing the calculation of eigenvalues and eigenvectors). They have some knowledge about general LA.
ObjectTo understand the meaning of basis change
Topic The structure of a linear transformation
which is not diagonalizable (Jordan Normal Form)
(1) By seeing the arrow of v_2, it becomes easier for me to realize the relationship to the preliminary case.
(2) Adding the arrow of v_2+2v_3 is desirable.(3) More of the hidden line elimination is desirable.(4) In case when more than one eigen vectors in the
wider sense appear, how will the structure become?(5) Without seeing the figure, it should have taken
much more time for me to understand the structure.
1. Accumulation of interesting examples
2. Web-tech based accumulation (Web application of KETpic is under construction)