Chapter 1 The Learning and Teaching of Linear Algebra Through the Lenses of Intellectual Need and Epistemological Justification and Their Constituents

Chapter 2 Learning Linear Algebra Using Models and Conceptual Activities

Chapter 3 Moving Between the Embodied, Symbolic and Formal Worlds of Mathematical Thinking with Specific Linear Algebra Tasks

Chapter 4 Conceptions About System of Linear Equations and Solution

Chapter 5 Rationale for Matrix Multiplication in Linear Algebra Textbooks

Chapter 6 Misconceptions About Determinants

Chapter 7 Dealing with the Abstraction of Vector Space Concepts

Chapter 8 Stretch Directions and Stretch Factors: A Sequence Intended to Support Guided Reinvention of Eigenvector and Eigenvalue

Chapter 9 Examining Students’ Procedural and Conceptual Understanding of Eigenvectors and Eigenvalues in the Context of Inquiry-Oriented Instruction

Chapter 10 Mental Schemes of: Linear Algebra Visual Constructs

Chapter 11 How Does a Dynamic Geometry System Mediate Students’ Reasoning on 3D Linear Transformations?

Chapter 12 Fostering Students’ Competencies in Linear Algebra with Digital Resources

Chapter 13 Linear Algebra—A Companion of Advancement in Mathematical Comprehension

Chapter 14 A Computational Approach to Systems of Linear Equations

Chapter 15 Nonnegative Factorization of a Data Matrix as a Motivational Example for Basic Linear Algebra

Chapter 16 Motivating Examples, Meaning and Context in Teaching Linear Algebra

Chapter 17 Holistic Teaching and Holistic Learning, Exemplified Through One Example from Linear Algebra

Chapter 18 Using Challenging Problems in Teaching Linear Algebra