NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ837651
Record Type: Journal
Publication Date: 2008
Pages: 8
Abstractor: As Provided
Reference Count: 11
ISSN: ISSN-1744-2710
The Impact of the Graphical Approach on Students' Understanding of the Formal Definition of Limit
Quesada, Antonio; Einsporn, Richard L.; Wiggins, Muserref
International Journal for Technology in Mathematics Education, v15 n3 p95-102 2008
The purpose of this study was to determine if the use of a graphical teaching and learning approach via the graphing calculator enhances students' understanding of the formal definition of limit. College students in six sections of Calculus I participated by completing a test prior to the introduction of the definition, and completing a second similar test after covering this topic. Students in four sections received traditional instruction on the formal definition of limit, but in two other sections an approach utilising graphing calculators was incorporated into the instruction for one and two days, respectively. Students who received the graphical instruction for two days performed significantly better on all but one of the conceptual items on the post-test, as compared to the students who received traditional instruction and with those who received the graphical instruction for only one day. (Contains 4 figures and 3 tables.)
Research Information Ltd. Grenville Court, Britwell Road, Burnham, Buckinghamshire SL1 8DF, United Kingdom. Tel: +44-1628-600499; Fax: +44-1628-600488; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio