Zusammenfassung
The metaphorical nature of first-year calculus studentsメ reasoning about limit concepts is explored using an instrumentalist approach. Analysis of written and verbal language reveals that, while these students used motion terminology profusely when discussing limits, it was typically not intended to signify actual motion and did not play a significant role in their reasoning about limiting situations. In contrast, many of these studentsメ employed other non-standard metaphors, involving for example collapsing dimensions, to explore these situations and to build their emerging understanding of limit concepts.
Nutzer