VISUALInstructionsofABSTRACT-MathematicalSciences.docVIP

Visual Instruction of Abstract Concepts in Mathematics Courses for Non-major Students HAMIDE DOGAN Mathematical Sciences Department, University of Texas at El Paso. E-mail: hdogan@ Abstract. Abstract mathematics courses have been difficult for many non-major students including engineering students. This article discusses the results of a study intended to improve students’ understanding of abstract concepts in mathematics courses, and to better prepare students for advanced courses in disciplines such as engineering, and, as a result increase retention rate. The study implemented Mathematica(, a computer algebra system (CAS), as a visual aid in learning basic linear algebra concepts. Overall, the results supported the role of visual demonstrations/representations in advancing students’ understanding of abstract concepts. INTRODUCTION Valkenburg [1] stated, “Improving the mathematics preparation of our students will significantly improve the overall effectiveness of our undergraduate programs,” in an article about the role of mathematics in preparing engineering students, and in improving effectiveness of engineering programs. The majority of us, shareholders of the responsibility of the education of engineering students, would agree with Valkenburg that mathematics plays a crucial role in engineering students’ success in engineering programs, and that mathematics is one of the primary vehicles used in preparing critical thinkers and independent learners of the future in engineering. Due to advances in technologies, such as digital computers, that are used widely in engineering schools [2-4], and to the use of linear algebra concepts in these technologies, linear algebra and matrix algebra are among the advanced mathematics courses attracting more and more students from other disciplines, especially, from engineering [5]. Non-major