Abstract
This article reports on part of a doctoral study in which epistemological obstacles that mathematics students at undergraduate level encounter in coming to understand the limit of functions in different modes of representation were investigated. A group of mathematics students at undergraduate level at the National University of Lesotho was the sample for the study. Empirical data were collected using questionnaires and interviews.
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An erratum to this article is available at http://dx.doi.org/10.1007/s10763-009-9168-9.
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Moru, E.K. EPISTEMOLOGICAL OBSTACLES IN COMING TO UNDERSTAND THE LIMIT OF A FUNCTION AT UNDERGRADUATE LEVEL: A CASE FROM THE NATIONAL UNIVERSITY OF LESOTHO. Int J of Sci and Math Educ 7, 431–454 (2009). https://doi.org/10.1007/s10763-008-9143-x
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DOI: https://doi.org/10.1007/s10763-008-9143-x