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 | |
State | Published - Mar 2004 |
Keywords
- Calculus
- Epsilon-Delta
- Student thinking