Preface
In most mathematics progra***inear algebra is taken in the ¯rst or second
year, following or along with at least one course in calculus. While the location
of this course is stable, lately the content has been under discussion. Some instructors
have experimented with varying the traditional topics, trying courses
focused on applications, or on the computer. Despite this (entirely healthy)
debate, most instructors are still convinced, I think, that the right core material
is vector spaces, linear maps, determinants, and eigenvalues and eigenvectors.
Applications and computations certainly can have a part to play but most mathematicians
agree that the themes of the course should remain unchanged.
Not that all is ¯ne with the traditional course. Most of us do think that
the standard text type for this course needs to be reexamined. Elementary
texts have traditionally started with extensive computations of linear reduction,
matrix multiplication, and determinants. These take up half of the course.
Finally, when vector spaces and linear maps appear, and de¯nitions and proofs
start, the nature of the course takes a sudden turn. In the past, the computation
drill was there because, as future practitioners, students needed to be fast and
accurate with these. But that has changed. Being a whiz at 5£5 determinants
just isn't important anymore. Instead, the availability of computers gives us an
opportunity to move toward a focus on concepts.
This is an opportunity that we should seize. The courses at the start of
most mathematics programs work at having students correctly apply formulas
and algorithms, and imitate examples. Later courses require some mathematical
maturity: reasoning skills that are developed enough to follow di®erent types
of proofs, a familiarity with the themes that underly many mathematical investigations
like elementary set and function facts, and an ability to do some
independent reading and thinking, Where do we work on the transition?
Linear algebra is an ideal spot. It comes early in a program so that progress
made here pays o® later. The material is straightforward, elegant, and accessible.
The students are serious about mathematics, often majors and minors.
There are a variety of argument styles|proofs by contradiction, if and only if
statements, and proofs by induction, for instance|and examples are plentiful.
The goal of this text is, along with the development of undergraduate linear
algebra, to help an instructor raise the students' level of mathematical sophistication.
Most of the di®erences between this book and others follow straight
from that goal.
One consequence of this goal of development is that, unlike in many computational
texts, all of the results here are proved. On the other hand, in contrast
with more abstract texts, many examples are given, and they are often quite
detailed.
Another consequence of the goal is that while we start with a computational
In most mathematics progra***inear algebra is taken in the ¯rst or second
year, following or along with at least one course in calculus. While the location
of this course is stable, lately the content has been under discussion. Some instructors
have experimented with varying the traditional topics, trying courses
focused on applications, or on the computer. Despite this (entirely healthy)
debate, most instructors are still convinced, I think, that the right core material
is vector spaces, linear maps, determinants, and eigenvalues and eigenvectors.
Applications and computations certainly can have a part to play but most mathematicians
agree that the themes of the course should remain unchanged.
Not that all is ¯ne with the traditional course. Most of us do think that
the standard text type for this course needs to be reexamined. Elementary
texts have traditionally started with extensive computations of linear reduction,
matrix multiplication, and determinants. These take up half of the course.
Finally, when vector spaces and linear maps appear, and de¯nitions and proofs
start, the nature of the course takes a sudden turn. In the past, the computation
drill was there because, as future practitioners, students needed to be fast and
accurate with these. But that has changed. Being a whiz at 5£5 determinants
just isn't important anymore. Instead, the availability of computers gives us an
opportunity to move toward a focus on concepts.
This is an opportunity that we should seize. The courses at the start of
most mathematics programs work at having students correctly apply formulas
and algorithms, and imitate examples. Later courses require some mathematical
maturity: reasoning skills that are developed enough to follow di®erent types
of proofs, a familiarity with the themes that underly many mathematical investigations
like elementary set and function facts, and an ability to do some
independent reading and thinking, Where do we work on the transition?
Linear algebra is an ideal spot. It comes early in a program so that progress
made here pays o® later. The material is straightforward, elegant, and accessible.
The students are serious about mathematics, often majors and minors.
There are a variety of argument styles|proofs by contradiction, if and only if
statements, and proofs by induction, for instance|and examples are plentiful.
The goal of this text is, along with the development of undergraduate linear
algebra, to help an instructor raise the students' level of mathematical sophistication.
Most of the di®erences between this book and others follow straight
from that goal.
One consequence of this goal of development is that, unlike in many computational
texts, all of the results here are proved. On the other hand, in contrast
with more abstract texts, many examples are given, and they are often quite
detailed.
Another consequence of the goal is that while we start with a computational
