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Eine Untersuchung zur Diskussion über Schwierigkeiten im Umgang mit dem Konvergenzbegriff

Eine Untersuchung zur Diskussion über Schwierigkeiten im Umgang mit dem Konvergenzbegriff Primarily the controverse discussions in didactical research concerning the foundations of analysis — especially the different approaches to the limit concept — are considered. In the recent years many suggestions have been made to overcome the difficulties of the “usual” limit concept (Epsilon-no, Epsilon-Delta Definition). The didactical analysis of these difficulties and the suggestions to overcome them led to the development of some new curricula. Hence it is now necessary to examine if the analysis of these difficulties exactly reflects the difficulties which pupils really have. In a first step the consequences of the above mentioned didactical analysis are transformed into questions which the authors — in a second step — tried to answer in the last three years by different tests which were presented to pupils and students. The results of these tests are reported and the consequences of these results are compared with different observations of other authors. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal für Mathematik-Didaktik Springer Journals

Eine Untersuchung zur Diskussion über Schwierigkeiten im Umgang mit dem Konvergenzbegriff

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References (13)

Publisher
Springer Journals
Copyright
Copyright
Subject
Education; Mathematics Education; Mathematics, general; Science Education; History of Mathematical Sciences
ISSN
0173-5322
DOI
10.1007/BF03339236
Publisher site
See Article on Publisher Site

Abstract

Primarily the controverse discussions in didactical research concerning the foundations of analysis — especially the different approaches to the limit concept — are considered. In the recent years many suggestions have been made to overcome the difficulties of the “usual” limit concept (Epsilon-no, Epsilon-Delta Definition). The didactical analysis of these difficulties and the suggestions to overcome them led to the development of some new curricula. Hence it is now necessary to examine if the analysis of these difficulties exactly reflects the difficulties which pupils really have. In a first step the consequences of the above mentioned didactical analysis are transformed into questions which the authors — in a second step — tried to answer in the last three years by different tests which were presented to pupils and students. The results of these tests are reported and the consequences of these results are compared with different observations of other authors.

Journal

Journal für Mathematik-DidaktikSpringer Journals

Published: Dec 20, 2013

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