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Epistemological obstacles in coming to understand the limit concept at undergraduate level: a case of the National University of Lesotho.

Moru, Eunice Kolitsoe.

Abstract:
Problems of understanding fundamental calculus concepts by students in tertiary education colleges and universities are evidenced by a body of research studies conducted in different parts of the world. The researchers have identified, classified and analysed these problems from historical, epistemological, and learning theory perspectives. History is important because mathematical concepts are a result of the developments of the past. The way knowledge is acquired is an epistemological issue and the major purpose of learning is to acquire knowledge. Hence, these three perspectives qualify to be used as lenses in understanding problems that students encounter in a learning situation. The purpose of this study was to investigate the epistemological obstacles that mathematics students at undergraduate level encounter in coming to understand the limit concept. The role played by language and symbolism in understanding the limit concept was also investigated, because communication in the mathematics classroom takes place by using language and symbols.

Full text available as: http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_9087_1242793952.pdf

 


Document Title: Epistemological obstacles in coming to understand the limit concept at undergraduate level: a case of the National University of Lesotho.
Academic Department: Faculty of Education
University: University of the Western Cape
City: Cape Town
No. of Pages: 244


Date:2006
Document Type:Thesis (Not Peer Reviewed)
Subject Area:Teaching and Learning
Country:Lesotho
Keywords:Teaching, Lesotho, Mathematics, Analysis


File Size: Bytes
Rights:Copyright: University of the Western Cape
Date Added:31 March 2010


Epistemological obstacles in coming to understand the limit concept at undergraduate level: a case of the National University of Lesotho