Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Habibe Toker Kekik, Gülseren Karagöz Akar, Şerife Sevinç
Boğaziçi University
⬇ Download PDFThis study provides a detailed account of advanced mathematical knowledge specifically for mathematics teachers, focusing on the concept of limits. Structured interviews were conducted with five experts who have various expertise in the fields of mathematics and mathematics education. The results demonstrate how the concept of equality is interpreted differently in the context of limits, as opposed to other mathematical contexts. The role of covariational reasoning in the context of limits is also elucidated with empirical evidence, and the significance of topology in comprehending the concept of the limit is emphasized. Results point to some important implications for future research and teacher education in the learning of limits from an advanced mathematical point of view
Advanced mathematics knowledgethe concept of limitmathematicians and mathematics educators