Images of the limit of function formed in the course of mathematical studies at the university

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Transformation and contextualisation: conceptualising students’ conceptual understandings of threshold concepts in calculus (2010, background): “Artigue 2001; Cornu 1991; Ferrini-Mundy and Graham 1994; Juter 2006; Pettersson and Scheja 2008; Przenioslo 2004; Williams 1991).”
Nonstandard Student Conceptions About Infinitesimals (2010, background): “…that students have with the ideas of infinite processes and the real numbers (e.g., Cornu, 1991; Cottrill et al., 1996; Davis & Vinner, 1986; Przenioslo, 2004; Schwarzenberger & Tall, 1978; Sierpinska, 1987; Szydlik, 2000; Tall & Vinner, 1981; Weller, Brown, Dubinsky, McDonald, & Stenger,…”
Concept image revisited (2008, background): “Concept image and concept definition (hereafter referred to as ‘CI & CD’) is now an old construct in mathematics education but it has weathered the years well and continues to be cited in the literature (e.g. Przenioslo 2004; Giraldo 2006; Nardi 2006).”
Students’ images and their understanding of definitions of the limit of a sequence (2008, background): “Such a dynamic image of limits becomes a concept image that students continue to use even after they learn the rigorous definition of limit (Przenioslo 2004).”