Specialized Content Knowledge of pre-service teachers on the infinite limit of a sequence

Arnal-Palacián, Mónica (Universidad de Zaragoza) ; Claros-Mellado, Javier

Resumen: 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.

Idioma: Inglés

Año: 2022

Publicado en: Mathematics Teaching-Research Journal 14, 1 (2022), 169-189
ISSN: 2573-4377

Factor impacto CITESCORE: 0.6 - Mathematics (Q4) - Social Sciences (Q3)

Factor impacto SCIMAGO: 0.158 - Mathematics (miscellaneous) (Q4) - Education (Q4)

Financiación: info:eu-repo/grantAgreement/ES/DGA/S60-20R

Tipo y forma: Article (Published version)

Área (Departamento): Área Didáctica Matemática (Dpto. Matemáticas)