This book originated from a Discussion Group (Teaching Linear Algebra) that was held at the 13th International Conference on Mathematics Education (ICME-13). The aim was to consider and highlight current efforts regarding research and instruction on teaching and learning linear algebra from around the world, and to spark new collaborations. As the outcome of the two-day discussion at ICME-13, this book focuses on the pedagogy of linear algebra with a particular emphasis on tasks that are productive for learning. The main themes addressed include: theoretical perspectives on the teaching and learning of linear algebra; empirical analyses related to learning particular content in linear algebra; the use of technology and dynamic geometry software; and pedagogical discussions of challenging linear algebra tasks. Drawing on the expertise of mathematics education researchers and research mathematicians with experience in teaching linear algebra, this book gathers work from nine countries: Austria, Germany, Israel, Ireland, Mexico, Slovenia, Turkey, the USA and Zimbabwe.

Excellent range of contributors. Considers horizontal axis and sibling relationships from a range of perspectives.

Excellent range of contributors. Considers horizontal axis and sibling relationships from a range of perspectives.

This book originated from a Discussion Group (Teaching Linear Algebra) that was held at the 13th International Conference on Mathematics Education (ICME-13). The aim was to consider and highlight current efforts regarding research and instruction on teaching and learning linear algebra from around the world, and to spark new collaborations. As the outcome of the two-day discussion at ICME-13, this book focuses on the pedagogy of linear algebra with a particular emphasis on tasks that are productive for learning. The main themes addressed include: theoretical perspectives on the teaching and learning of linear algebra; empirical analyses related to learning particular content in linear algebra; the use of technology and dynamic geometry software; and pedagogical discussions of challenging linear algebra tasks. Drawing on the expertise of mathematics education researchers and research mathematicians with experience in teaching linear algebra, this book gathers work from nine countries: Austria, Germany, Israel, Ireland, Mexico, Slovenia, Turkey, the USA and Zimbabwe.

In 1964, inspired by both art history and by imagery found on printed postcards, Lichtenstein began to explore the genre of seascape, using both paint, plastic, enamel, drawings, collage, print and even film to realize his various works. Guild Hall will host an extraordinary gathering of these work beginning with his Pop-inspired explorations of setting suns along with a recreation of his since destroyed Super Sunset billboard commission (1967). Other works in the show will include his experimental optical collages and films from the mid to late 1960s to his gently calibrated brushstroke water views in paintings and prints of the 1980s culminating with his 1990s water lily series in homage to the Nympheas of Claude Monet. The publication will also include an interview between Avis Berman and Lichtenstein s assistant, James de Pasquale on his recollections of working with the artist in the 1970s on his landscapes in his studio in Southampton, New York. The catalogue will feature a biography and chronology with rarely seen photographs of the artist at work in his various studios.

Victimhood, vengefulness and forgiveness are topics which are strongly felt in everyday life of many people but not investigated enough as subjects for psychoanalytic methods. In the case of victimhood, people may feel that suffering may be abused to the point of exempt of concern for others and self-justification of causing suffering to others. This form of abuse may arise guilt and/or anger and in some cases may result in no-win situations in which mutual aggression prevents any possibility of reconciliation. In the case of vengefulness, wishes for revenge might evoke fear, anger and moral indignation which eventually might push some people towards acting out vengefulness in a destructive way. Forgiveness might be suspected as an impossible illusion which undermine constructive vision and learning from experience. By writing this book the authors try to make these concepts acknowledged, understood dynamically and accepted emphatically. Victimhood, vengefulness and forgiveness represent a course of transformation from destructive emotions and attitudes to a prospect of reconciliation.