Examining Opportunities to Learn Limit in Widely Used Calculus Textbooks

Autor/in	Hong, Dae S.
Titel	Examining Opportunities to Learn Limit in Widely Used Calculus Textbooks
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 3, S.881-898 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hong, Dae S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10273-7
Schlagwörter	Calculus; Mathematics Instruction; Mathematics Teachers; Genetics; Concept Formation; Mathematical Concepts; Textbook Evaluation; Problem Solving; Definitions; Thinking Skills; Teaching Methods; Learning Processes + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Humangenetik; Concept learning; Begriffsbildung; Problemlösen; Begriffsbestimmung; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	We examined widely used popular calculus textbooks to explore opportunities to learn the limit concept. Definitions, worked problems, and exercise problems were coded to examine if these tasks allow students to use informal thinking to coordinate domain and range processes to understand the infinite process of limit. Results revealed many exercise problems are step 1 tasks in genetic decomposition, where students only need to evaluate a function at one point. Such tasks prevent students from using their informal thinking productively. Recommendations and implications to calculus students and instructors are also mentioned. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01