An investigation of features of linear algebra peer instruction questions using Kelly’s Repertory Grid technique

In this study we consider the views of a group of expert instructors on a bank of Peer Instruction questions used to promote active learning in an introductory linear algebra course. This bank was developed and refined over a ten-year period, and therefore can be considered to contain successful Peer Instruction tasks. Using Kelly's Repertory Grid technique, the experts identified 20 salient features of questions in this bank. These features were classified into two categories: those that involved the format of the question, and those that concern that mathematical thinking required of the student. Our findings ill enable further work to determine which features of the questions bear most strongly on the quality of in-class discussion.