With the example of the teaching of limits in the mathematics classroom, the authors try to illustrate in this article that pedagogically, letting the students realize how a notion is gradually formulated from mathematical ideas is far more im portant than deducing properties step by step from rigorous definitions, This has particular significance in school mathematics as formal definitions are usually not at hand at such a level. Such a process would, in turn, enable students to construct thei r own meaning of the definition rather than seeing mathematical notions as mere creations of mathematicians. Copyright © 1997 Department of Curriculum Studies, The University of Hong Kong.
|Publication status||Published - Nov 1997|
- Alt. title: The story of limit