Abstract

This exploratory research study identifies and classifies errors on the concept of vector subspace that are committed by first-year engineering students. Two-hundred and ten students identify and justify in writing why a set is not a vector subspace. The results show that students committed three types of errors (E1, E2, and E3): 1) conducting an incorrect procedure when determining whether a set is a vector subspace, 2) inferring incoherent correlations between concepts, and 3) misrepresenting vector subspace elements. This typology can be used as a guide to design tasks that enhance the understanding of the vector subspace concept. It can also serve to determine when these types of errors emerge in the classroom. It is concluded that classifying student errors on the concept of vector subspace can assist professors when planning on how to teach this concept.