Boosting Investigative Knowledge of Linear Algebra With Interactive Classroom Practices

Objective: To analyze whether practicing interactivity with an Interventional Learning Object (ILO) in the Linear Algebra course facilitates a holistic understanding of the mental processes that generate mathematical structures and arguments. Theoretical Framework: Emphasizes the importance of fostering research from the classroom to spark students' curiosity and motivate them to seek answers to relevant questions through the systematic analysis of information. Method: The research was conducted in several stages: requirements analysis for designing the ILO prototype, diagnosing the sample's learning styles in mathematics, designing the ILO using authoring tools, and validation by experts in mathematics and digital technologies through a survey. Results and Discussion: The survey revealed that most students demonstrated active behavior during interaction with the ILO, attempting to understand the changes and results presented. It was observed that students try to apply their prior knowledge to analyze the new mathematical results arising from the interaction. Research Implications: The results suggest that integrating digital interactivity into Linear Algebra teaching can enhance the understanding and application of mathematical concepts in engineering students, highlighting the need to foster a deeper approach to conceptualization and abstraction during interaction with the ILO. Originality/Value: The study provides valuable insights into the behavior and perceptions of Generation Z students when interacting with digital tools for learning mathematics.