| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 103 === After studying the cognitive concept and teaching strategies which high school teachers adopt when teaching the concept of limit, the researcher represented in this study some reflection and recommendation for high school teachers to teach the concept of limits. The researcher adopted case study as the primary research method, analyzing in objective statements and commends. In this study, the research tools and the contents of analysis are mainly based on the research on the environment, the semi-open interview outline designed by the researcher, the reports about teaching the concept of limit written by teachers in the case, and the researcher himself.
The results of this study shows that teachers should convey to students the correct formalized concept. Instead of putting a lot of emphasis on drills, teachers should explain the ideas and concepts involved in the equation. Hence, drills will be more productive for students. Second, teachers should enhance their own professional capability by joining further education programs, discussing with colleagues, studying books or information on the Internet, all of which help strengthen teachers’ knowledge and cognition on the concept of limit. Therefore, teachers can assist students in the transition from primary to advanced mathematics.
Last, the researcher made follow-up recommendations on its results and conclusions.
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