The students' take on the epsilon-delta definition of a limit

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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 languageEnglish
Pages (from-to)43-54
Number of pages12
JournalPRIMUS
Volume14
Issue number1
DOIs
StatePublished - 1 Jan 2004

Keywords

  • Calculus
  • Epsilon-Delta
  • Student thinking

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