Misconceptions of the limit concept in a Mathematics course for Engineering students

• Main Author: Jordaan, Tertia
• Other Authors: Paulsen, R.(Ronél),1948-
• Format: Others
• Language: en
• Published: 2009
• Subjects: Misconceptions; Calculus; Mathematics Education; Limit; Limiet; Wiskunde-onderwys; Wanbegrippe; 510.2462; Tshwane University of Technology; Engineers > Education (Higher) > South Africa; Mathematics > Study and teaching (Higher) > South Africa; Engineering mathematics
• Online Access: Jordaan, Tertia (2009) Misconceptions of the limit concept in a Mathematics course for Engineering students, University of South Africa, Pretoria, <http://hdl.handle.net/10500/2102>; http://hdl.handle.net/10500/2102

In this investigation an attempt was made to determine the misconceptions that engineering students have of the idea of a limit. A comprehensive literature study showed that there are a number of common misconceptions that students normally form. The empirical investigation was done in two phases. A questionnaire on the idea of a limit was given to the students during the first phase. During the second phase six interviews were conducted. The findings were grouped according to the nature of a limit and students' views on the relationship between the continuity of a function at a point and the limit at that point. An analysis of these findings led to the identification of the misconceptions that these students have of the idea of a limit. === In hierdie ondersoek is gepoog om die wanbegrippe wat ingenieursstudente van die limietbegrip vorm, bloot te stel. 'n Omvattende literatuurstudie het 'n aantal algemene wanbegrippe aan die lig gebring. Die empiriese ondersoek het in twee fases plaasgevind. Tydens die eerste fase is 'n vraelys aan die studente gegee in 'n poging om meer te wete te kom van hulle begrip van 'n limiet. Die vraelys is opgevolg deur ses onderhoude. Die responsies is gegroepeer in terme van die aard van 'n limiet en studente se sienings van die kontinuiteit van 'n funksie by 'n punt en die limiet by daardie punt. Die analisering van hierdie responsies het die identifisering van 'n aantal wanbegrippe by hierdie groep studente moontlik gemaak. === Educational Studies === M.Ed. (with specialisation in Mathematics Education)