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Abstract
The concept of limit plays a central role in the foundation of modern mathematical analysis. However, the concept itself plays a minor role in both upper secondary and undergraduate engineering education, leaving the students with many misconceptions about the concept, resulting in poor performance in calculus and calculusbased engineering courses. Most emphasis in teaching has been on how to calculate the limit instead of on understanding its definition. In this paper, we will use the frameworks of Brousseau’s theory of didactic situations (TDS) and ProblemBased Learning (PBL) to suggest a method to teach engineering students the concept of limit and explain its formal definition. The purpose is to enable the students to generate a precise definition of limit of a function that captures the intended meaning of the conventional εδ definition. Moreover, we will argue that TDS bears many similarities with PBL, as both frameworks require that the students act and engage in nonroutine and realistic problems.
Originalsprog  Engelsk 

Titel  Proceedings of the 47th SEFI Annual Conference 2019 
Redaktører  Balázs Vince Nagy, Mike Murphy, HannuMatti Järvinen, Anikó Kálmán 
Antal sider  12 
Forlag  SEFI: European Association for Engineering Education 
Publikationsdato  2019 
Sider  5869 
ISBN (Trykt)  9782873520182 
ISBN (Elektronisk)  9782873520182 
Status  Udgivet  2019 
Begivenhed  SEFI Annual Conference: Complexity is the new Normality  Budapest, Ungarn Varighed: 16 sep. 2019 → 20 sep. 2019 Konferencens nummer: 47 
Konference
Konference  SEFI Annual Conference 

Nummer  47 
Land/Område  Ungarn 
By  Budapest 
Periode  16/09/2019 → 20/09/2019 
Fingeraftryk
Dyk ned i forskningsemnerne om 'Teaching the limits of functions using The Theory of Didactical Situations and ProblemBased Learning'. Sammen danner de et unikt fingeraftryk.Projekter
 1 Igangværende

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Projekter: Projekt › Forskning