**APA**

**In-text citation:** (Mallet, 2007)

**Reference:** Mallet, D. G. (2007). Multiple Representations for Systems of Linear Equations Via the Computer Algebra System Maple. *International Electronic Journal of Mathematics Education, 2*(1), 16-31.

**AMA**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Mallet DG. Multiple Representations for Systems of Linear Equations Via the Computer Algebra System Maple. *INT ELECT J MATH ED*. 2007;2(1), 16-31.

**Chicago**

**In-text citation:** (Mallet, 2007)

**Reference:** Mallet, Dann G.. "Multiple Representations for Systems of Linear Equations Via the Computer Algebra System Maple". *International Electronic Journal of Mathematics Education* 2007 2 no. 1 (2007): 16-31.

**Harvard**

**In-text citation:** (Mallet, 2007)

**Reference:** Mallet, D. G. (2007). Multiple Representations for Systems of Linear Equations Via the Computer Algebra System Maple. *International Electronic Journal of Mathematics Education*, 2(1), pp. 16-31.

**MLA**

**In-text citation:** (Mallet, 2007)

**Reference:** Mallet, Dann G. "Multiple Representations for Systems of Linear Equations Via the Computer Algebra System Maple". *International Electronic Journal of Mathematics Education*, vol. 2, no. 1, 2007, pp. 16-31.

**Vancouver**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Mallet DG. Multiple Representations for Systems of Linear Equations Via the Computer Algebra System Maple. INT ELECT J MATH ED. 2007;2(1):16-31.

# Abstract

A number of different representational methods exist for presenting the theory of linear equations and associated solution spaces. Discussed in this paper are the findings of a case study where first year undergraduate students were exposed to a new (to the department) method of teaching linear systems which used visual, algebraic and data-based representations constructed using the computer algebra system Maple. Positive and negative impacts on the students are discussed as they apply to representational translation and perceived learning.