Limits and continuity: some conceptions of first-year students

By J. Bezuidenhout. 2001

137 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6d7c9ae7a014e50847011e019e8aaf0091653423

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Citations in the corpus

Analysis of Errors and Misconceptions in the Learning of Calculus by Undergraduate Students. (2012, methodology): “Bezuidenhout (2001) also obtained that some difficulties and misconceptions in calculus were a result of teaching approach that emphasises to a large extend procedural aspects of the calculus and neglects a solid grounding in the underpinnings of calculus.”
Undergraduate mathematics majors’ writing performance producing proofs and counterexamples about continuous functions (2009, background): “To enhance undergraduate students’ understandings of mathematical concepts, mathematics instructors should be aware of students’ misconceptions (Bezuidenhout, 2001) and devote more time to interpreting concepts (Vinner, 1992). Since providing opportunities for students to engage in verifying the tru”
AN EXPLORATION OF DEFINITION AND PROCEDURAL FLUENCY IN INTEGRAL CALCULUS (2006, background): “Bezuid enh ou t [2] concludes that much of what first-year calculus st udents know about limi ts, continuity, and derivatives is based on distinct facts , and that few st ude nts have been able to dr aw connections or see relati onships between the ideas.”
Students’ images and their understanding of definitions of the limit of a sequence (2008, background): “Misconceptions about limits not only affect the understanding of limit itself, but also cause difficulties in subsequent topics such as continuity and differentiability of functions (Bezuidenhout 2001; Cornu 1991) and infinite series (Sierpińska 1987).”