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Using Dynamic Sketches to Enhance Preservice Secondary Mathematics Teachers' Understanding of Limits of Sequences
ARTICLE

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Journal for Research in Mathematics Education Volume 42, Number 1, ISSN 0021-8251

Abstract

This study investigates 3 preservice secondary mathematics teachers' understandings of limits of sequences and their changing conceptions of limit during and after instruction involving interactive, dynamic sketches embodying the formal definition of the limit of a sequence. Manipulating a coherent visual representation of the formal definition in the contexts of various sequences, coupled with answering carefully chosen questions and completing interview tasks before, during, and after technology-enhanced instruction, gave the participants opportunities to investigate and reflect on their own concept image as they compared their understandings to the results of the actions they performed on the sketch. (Contains 5 figures and 1 footnote.)

Citation

Cory, B.L. & Garofalo, J. (2011). Using Dynamic Sketches to Enhance Preservice Secondary Mathematics Teachers' Understanding of Limits of Sequences. Journal for Research in Mathematics Education, 42(1), 65-96. Retrieved March 29, 2020 from .

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