Student attitudes towards linear algebra: an attempt to roll back the fog

Abstract

Abstract In this study, we look at student perceptions of a first course in linear algebra, focusing on two specific aspects. The first is the statement by Carlson that a fog rolls in once abstract notions such as subspaces, span and linear independence are introduced, while the second investigates statements made by several authors regarding the negative emotions that students can experience during the course. An attempt is made to mitigate this through mediation to include a significant number of applications, while continually dwelling on the key concepts of the subject throughout the semester. The results show that students agree with Carlson’s statement, with the concept of a subspace causing particular difficulty. However, the research does not reveal the negative emotions alluded to by other researchers. The students note the importance of grasping the key concepts and are strongly in favour of using practical applications to demonstrate the utility of the theory.