### Abstract

This paper describes a sequence of lessons from two Calculus I classes for teaching the epsilon-delta definition of a limit. In these lessons, the author elicited students' misconceptions and perceptions of this definition through a reading/writing lesson and then used these student ideas to design a lesson aimed at addressing these misconceptions and perceptions. An evaluation of students' understandings based on these lessons is included. Implications for teaching the epsilon-delta definition are discussed throughout the paper.

Original language | English |
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Pages (from-to) | 43-54 |

Number of pages | 12 |

Journal | PRIMUS |

Volume | 14 |

Issue number | 1 |

DOIs | |

Publication status | Published - 1 Jan 2004 |

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### Keywords

- Calculus
- Epsilon-Delta
- Student thinking