Linear algebra is a basic mathematical subject taught in mathematics and science depar-tments of universities. The teaching and learning of this course has always been difficult. This study aims to contribute to the research in linear algebra education, focusing on linear dependence and independence concepts. This was done by introducing…

We present an approach to the impulsive response method for solving linear constant-coefficient ordinary differential equations based on the factorization of the differential operator. The approach is elementary, we only assume a basic knowledge of calculus and linear algebra. In particular, we avoid the use of distribution theory, as well as of…

A well-known approach to linear least squares regression is that which involves minimizing the sum of squared orthogonal projections of data points onto the best fit line. This form of regression is known as orthogonal regression, and the linear model that it yields is known as the major axis. A similar method, reduced major axis regression, is…

This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills,…

Proposes the utilization of a spatial operational capacity model for the development of visual and spatial skills. Argues that it reflects the complexity of the interaction between physics/science and mathematics, and endeavors to assist in the design of appropriate learning activities and materials for the development of specific scientific…

Presents the equations of motion governing the trajectory of a cricket ball subject to a linear drag force. Uses a perturbation expansion technique to solve the resulting trajectory equation for the range of a cricket ball struck into the outfield. (Author/ASK)

The traditional mathematical 'service' courses offered to students preparing for a science or technical career are criticized. Recommended is the replacement of these courses by integrated courses which emphasize mathematical modeling and which are prepared and taught by teams of mathematicians, scientists and technologists. (JP)

Strategies for organizing and instructing science classes are discussed. Recommendations for African universities are made. (SD)

Low motivation to study abstract theoretical material and lack of background in mathematics are two problems encountered by students learning electronics. To combat these problems a systems approach to learning is suggested for the study of electrical circuits and devices. (Author/TG)