Contents.- .- 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.- .- Learning Linear Algebra Using Models and Conceptual Activities .- .- Moving between the embodied, symbolic and formal worlds of mathematical thinking with specific linear algebra tasks.- .- Part II. Analyses of Learners' Approaches and Resources.- Systems of linear equations - a key element in the learning of Linear Algebra.- .- Rationale for Matrix Multiplication in Linear Algebra Textbooks.- .- An Action Process Object Schema (APOS) analysis of the understanding of determinants of matrices by Zimbabwean undergraduate mathematics students.- .- Difficulties associated with understanding the concept of vector subspace: A case study of Zimbabwean teachers.- .- 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.- .- .- Examining Students' Procedural and Conceptual Understanding of Eigenvectors and Eigenvalues in the Context of Inquiry-Oriented Instruction.- Part III. Dynamic Geometry Approaches.- Mental Schemes of Linear Algebra Visual Constructs.-
How DGS mediates students' reasoning on 3D linear transformations: a combined analysis from thinking modes and semiotic perspectives.-
.- Fostering Students' Competences in Linear Algebra with digital Resources .- Part IV. Challenging tasks with pedagogy in mind .- Linear Algebra-a Companion of Advancement in Mathematical Comprehension.- .- An algebraic/computational approach to systems of linear equations in a Linear Algebra Course for students of computer science, physics, and mathematics.- .- Nonnegative Factorisationof a Data Matrix as a Motivational Example for Basic Linear Algebra.- .- Motivating Examples, Meaning and Context in Teaching Linear Algebra.- .- Holistic Teaching and Learning Holistically, exemplified through one example from Linear Algebra.- .- Using Challenging problems in Teaching Linear Algebra
