PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Effect of emphasizing a dynamic perspective on the formal definition of limit
Page: 1325
We attempt to determine the efficacy of using an alternate, equivalent formulation of the formal definition of the limit in a first-year university calculus course in aiding the understanding of the definition and of alleviating the development of common misconceptions concerning the limit.