id: 06389084
dt: j
an: 2015a.00722
au: Gilbert, Michael
ti: Who says we can’t divide by 0? An introduction to the concept of limits.
so: Math. Sch. (Leicester) 43, No. 4, 23-25 (2014).
py: 2014
pu: Mathematical Association (MA), Leicester
la: EN
cc: I20 F40
ut: limits; approach; conceptual understanding; concept formation; intuitive
perspective; division; calculus; divergence; graph of a function
ci:
li:
ab: From the text: One of the more difficult mathematical theories for students
is the topic of limit. To provide a conceptual introduction to limits,
activities from the regular upper elementary and middle school
mathematics curriculum can be extended to provide students with an
intuitive picture of the concept of limit, which can then provide a
preliminary frame for the symbolic treatment found in later classes.
The term limit is used to describe the value that a function or
sequence approaches as the input approaches some, usually infinitely
large or infinitely small, value. This definition implies a hard
boundary (such as a speed limit) but still allows for a range of
acceptable outcomes. In a mathematical context, limits are
‘approached’ but never reached.
rv: