Volume
4
Issue
1
Abstract
Learning an advanced mathematical concept, limits of functions in this case, is not a linear development equal for all learners. Intentions and abilities influence students’ learning paths and results. Students’ learning developments of limits were studied in terms of concept images (Tall & Vinner, 1981) in the sense that their actions, such as problem solving and reasoning, were considered traces of their mental representations of concepts. High achievers’ developments were compared to low achievers’ developments to for the duration of a semester to reveal differences and similarities.
First Page
53
Last Page
65
Recommended Citation
Juter, Kristina
(2007)
"Students' Conceptions of Limits: High Achievers versus Low Achievers,"
The Mathematics Enthusiast: Vol. 4
:
No.
1
, Article 3.
DOI: https://doi.org/10.54870/1551-3440.1058
Available at:
https://scholarworks.umt.edu/tme/vol4/iss1/3
Digital Object Identifier (DOI)
10.54870/1551-3440.1058
