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ERIC Number: EJ1018739
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0228-0671
Transitioning from Introductory Calculus to Formal Limit Conceptions
Nagle, Courtney
For the Learning of Mathematics, v33 n2 p2-10 2013
The limit concept is a fundamental mathematical notion both for its practical applications and its importance as a prerequisite for later calculus topics. Past research suggests that limit conceptualizations promoted in introductory calculus are far removed from the formal epsilon-delta definition of limit. In this article, I provide an overview of research on limit conceptions and compare the competing theories for how the formal definition is constructed. The findings and assumptions of these research designs are discussed, leading to discussion of an alternative theory, corresponding pedagogical practices, and future research needs.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A