RUME 14 (Volume 1)
2011
Portland, Oregon
A MULTI-STRAND MODEL FOR STUDENT COMPREHENSION OF THE LIMIT CONCEPT
Page: 103
Students demonstrate a variety of behaviors while solving problems involving limits. However, no model currently exists to address what students do understand about limits while accounting for these varied behaviors. This study presents one possible model. This paper proposes that student behavior while solving limit problems may be interpreted by strands that reflect the student’s method for solving a problem involving limits, the student’s justification for the solution, and the applicability of the student’s method and justification within the context of the problem. This paper concludes with the presentation of a model which demonstrates how these strands connect to each other and a proposal of future directions for its refinement.