Using Dynamic Sketches to Enhance Preservice Secondary Mathematics Teachers' Understanding of Limits of Sequences

• Published in: Journal for research in mathematics education Vol. 42; no. 1; pp. 65 - 97
• Main Authors: Cory, Beth L, Garofalo, Joe
• Format: Journal Article
• Language: English
• Published: Washington National Council of Teachers of Mathematics (NCTM) 01-01-2011; National Council of Teachers of Mathematics
• Subjects: Algebra; Beginning teachers; Calculus; College mathematics; Computer Software; Computer Uses in Education; Concept Formation; Interviews; Learning; Mathematical constants; Mathematical sequences; Mathematics; Mathematics education; Mathematics Instruction; Mathematics Teachers; Multimedia Materials; Preservice Teachers; Secondary School Mathematics; Secondary School Teachers; Secondary schools; Teacher education; Technology; Visual Aids; Visual materials
• ISSN: 0021-8251; 1945-2306
• DOI: 10.5951/jresematheduc.42.1.0065

This study investigates 3 preservice secondary mathematics teachers' understandings of limits of sequences and their changing conceptions of limit during and after instruction involving interactive, dynamic sketches embodying the formal definition of the limit of a sequence. Manipulating a coherent visual representation of the formal definition in the contexts of various sequences, coupled with answering carefully chosen questions and completing interview tasks before, during, and after technology-enhanced instruction, gave the participants opportunities to investigate and reflect on their own concept image as they compared their understandings to the results of the actions they performed on the sketch.