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Collapsing Dimensions, Physical Limitation, and Other Student Metaphors for Limit Concepts

Michael Oehrtman 

July 2009, Volume 40, Issue 4, Page 396

Abstract:
This study investigated introductory calculus students’ spontaneous reasoning about limit concepts guided by an interactionist theory of metaphorical reasoning developed by Max Black. Students’ reasoning had significant implications for the images they formed and the claims and justifications they provided about multiple limit concepts.

Keywords:
Qualitative
Calculus and Higher Level Mathematics
Communication
Conceptual Development
Higher Education
Higher Education
Theory