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首页> 外文期刊>Journal for research in mathematics education >Coming to understand the formal definition of limit: Insights gained from engaging students in reinvention
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Coming to understand the formal definition of limit: Insights gained from engaging students in reinvention

机译：逐渐了解极限的正式定义：让学生参与再发明获得的见解

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摘要

The purpose of this article is to elaborate Cottrill et al.'s (1996) conceptual framework of limit, an explanatory model of how students might come to understand the limit concept. Drawing on a retrospective analysis of 2 teaching experiments, we propose 2 theoretical constructs to account for the students' success in formulating and understanding a definition of limit. The 1 st construct relates to the need for students to move away from their tendency to attend first to the input variable of the function. The 2nd construct relates to the need for students to overcome the practical impossibility of completing an infinite process. Together, these 2 theoretical constructs build on Cottrill et al.'s work, resulting in a revised conceptual framework of limit.
机译：本文的目的是阐述Cottrill等人（1996）的极限概念框架，这是学生如何理解极限概念的一种解释模型。通过对2个教学实验的回顾性分析，我们提出2种理论构造，以说明学生在制定和理解极限定义方面的成功。第一种构造与学生需要摆脱他们首先要参加该函数的输入变量的倾向有关。第二种结构与学生需要克服完成无限过程的实际可能性有关。这两个理论构架共同构成了Cottrill等人的工作，从而形成了修正的极限概念框架。

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