Letting the Intuitive bear on the Formal; A Didactical Approach for the Understanding of the Limit of a Sequence

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Some Historical Issues and Paradoxes Regarding the Concept of Infinity: An Apos Analysis: Part 2 (2005, methodology): “For example an individual might think a final object is actually produced by the process, similar to the types of situations reported by Cornu (1991), Monaghan (2001), and Mamona-Downs (2001). Another possibility is that an individual might try to construct the state at infinity by mimicking what ha”
Students’ images and their understanding of definitions of the limit of a sequence (2008, methodology): “The visualization used in the ε–strip activity is similar to a “microscopic view” or a “zooming-in” of activities described in other studies (Kawski 1997; Mamona-Downs 2001; Navarro and Carreras 2006; Stroyan 1998; Taback 1975).”
An empirical study of students’ understanding of a logical structure in the definition of limit via the ε-strip activity (2010, background): “were several studies that suggest the manipulation of the error bound e, sometimes with computers, for the teaching of the limit of a sequence ( Mamona-Downs, 2001; Navarro & Carreras, 2006 ;T aback,1975).”