121035 20230914083508.0 sideral 131518 ART-2022-131518 eng Arnal-Palacián, Mónica Universidad de Zaragoza (orcid)0000-0002-7725-3917 Specialized Content Knowledge of pre-service teachers on the infinite limit of a sequence 2022 Access copy available to the general public Unrestricted This paper analyses how pre-service teachers approach the notion of the infinite limit of a sequence from two perspectives: Specialized Content Knowledge and Advanced Mathematical Thinking. The aim of this study is to identify the difficulties associated with this notion and to classify them. In order to achieve this, an exploratory qualitative approach was applied using a sample of 12 future teachers. Among the results, we can affirm that preservice teachers mainly use algorithmic procedures to solve tasks in which this type of limit is implicit, although they would consider a resolution that specifically involves the notion with an intuitive approach if they had to explain it to their students. info:eu-repo/grantAgreement/ES/DGA/S60-20R info:eu-repo/semantics/openAccess by-nc-sa http://creativecommons.org/licenses/by-nc-sa/3.0/es/ 0.158 2022 Mathematics (miscellaneous) 2022 Q4 Education 2022 Q4 0.6 2022 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Claros-Mellado, Javier 2006 200 Universidad de Zaragoza Dpto. Matemáticas Área Didáctica Matemática 14, 1 (2022), 169-189 Mathematics Teaching-Research Journal 2573-4377 794260 http://zaguan.unizar.es/record/121035/files/texto_completo.pdf Versión publicada 2511968 http://zaguan.unizar.es/record/121035/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:121035 articulos driver 2023-09-13-12:49:51 ARTICLE