NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1133292
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0020-739X
The Notion of Motion: Covariational Reasoning and the Limit Concept
Nagle, Courtney; Tracy, Tyler; Adams, Gregory; Scutella, Daniel
International Journal of Mathematical Education in Science and Technology, v48 n4 p573-586 2017
This paper investigates outcomes of building students' intuitive understanding of a limit as a function's predicted value by examining introductory calculus students' conceptions of limit both before and after instruction. Students' responses suggest that while this approach is successful at reducing the common "limit equals function value" misconception of a limit, new misconceptions emerged in students' responses. Analysis of students' reasoning indicates a lack of covariational reasoning that coordinates changes in both "x" and "y" may be at the root of the emerging "limit reached near x = c" misconception. These results suggest that although dynamic interpretations of limit may be intuitive for many students, care must be taken to foster a dynamic conception that is both useful at the introductory calculus level and is in line with the formal notion of limit learned in advanced mathematics. In light of the findings, suggestions for adapting the pedagogical approach used in this study are provided.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A