Examining the discourse on the limit concept in a beginninglevel calculus classroom
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Existing research on limits documents many difficulties students encounter when learning about the concept. There is also some research on teaching of limits but it is not yet as extensive as the research on student learning about limits. This study explores the discourse on limits in a beginninglevel undergraduate calculus classroom by focusing on one instructor’s and his students’ discourses through a communicational approach to cognition. The findings indicate that some of the limitrelated contexts in which students struggled coincided with those in which the instructor shifted his elements of discourse on limits. The instructor did not attend to the shifts in his discourse, making them implicit for the students. The study highlights that the discrepancies among participants’ discourses signal communicational breakages and suggests that future studies should examine whether teachers’ explicit attention to the elements of their discourse can enhance communication in the classrooms.
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 Title
 Examining the discourse on the limit concept in a beginninglevel calculus classroom
 Journal

Educational Studies in Mathematics
Volume 82, Issue 3 , pp 439453
 Cover Date
 20130301
 DOI
 10.1007/s1064901294382
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Limits
 Commognitive framework
 Teacher discourse
 Student discourse
 Authors

 Beste Güçler ^{(1)}
 Author Affiliations

 1. Kaput Center for Research and Innovation in STEM Education, University of Massachusetts Dartmouth, 200 Mill Road, Suite 150B, Fairhaven, MA, 02719, USA