Levels of mathematical knowledge in linear algebra for entering university

Transitioning from school to university represents a challenge for most mathematics students, which is often connected to different characteristics of mathematics at both institutions. Prior mathematical knowledge has been shown to play an important role for success in the first year of university studies. Based on an IRT-approach, we investigate a model for prior knowledge in Linear Algebra for the transition from school to university. The model comprises four levels of mathematical demand and is based on an analogous model for Analysis. It is grounded on the distinction between conceptual and procedural knowledge and on changes of representations. The model allows to describe students’ prior knowledge and investigate in further research, which kind of knowledge is important for the transition to university.