The fifth axis: solving a set of linear equations

The origin of linear algebra dates back to the second half of the seventeenth century, during the study of... Sentences of equations; Among the first mathematicians who contributed in this field are Leibintz and who

After him, the scientist Maclaurin gave the relationships that allow solving sets of linear equations With two unknowns and three unknowns.

As for the study of the general case of sets of linear equations, credit goes to the scientist Cramer in the second half of the eighteenth century. As a result of these studies, the concept of the determinant of rank arosen We mention that Laplace and Vandermonde who worked in this field and later came up with the concept

The matrix was created by Gauss. The development of matrix theory allowed the emergence in the mid-nineteenth century of the concept of n-dimensional radial space. He was the first to talk about this radiological concept Cayley The final definition of radial spaces was developed by the scientist Peano in 1888

Upon completion of this axis, the student will be familiar with the objectives of the axis based on Bloom’s levels of knowledge:

1. Knowledge and memory level: Students at this level retrieve and organize information from memory (prior acquisitions), where students learn basic concepts about writing a set of equations in matrix form, and provide them with the necessary skills that enable them to solve a set of linear equations in several ways, and are given The student is given multiple choice questions, and is asked to answer them. They can also be given fill-in-the-blank questions, the goal of which is to restore his prior gains related to the axis.

2. The level of comprehension and comprehension: The student identifies and identifies the various variables and concepts related to the fifth axis. Here we give the student some various questions based on what was learned and evaluated for the lesson.

3. Application level: The student is able to perform operations on sets of linear equations and solve them with methods such as Gauss, Cramer, or determinants....

4. Analysis level: The student distinguishes various operations on solutions to sentences of linear equations.

5. Structure level: Students organize information in different ways through brainstorming.

6. Evaluation level: The student evaluates and evaluates all the information acquired in order to make decisions based on the specified criteria. We develop a final exercise in which he identifies the various processes for solving a set of linear equations.