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Specialized Content Knowledge of Pre-Service Teachers on the Infinite Limit of a Sequence

Artigo2022

Mónica Arnal-Palacián; Javier Claros-Mellado

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Resumo

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 pre-service 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.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teaching Research Journal
Ano
2022
Idioma
en
Palavras-chave
Pedagogical Content Knowledge; Specialization; Preservice Teachers; Mathematics Teachers; Mathematics Instruction; Mathematical Concepts; Mathematics Skills; Algorithms; Problem Solving; Calculus
Temas
Cálculo, Resolução de Problemas
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ARNAL-PALACIÁN, Mónica; CLAROS-MELLADO, Javier. Specialized Content Knowledge of Pre-Service Teachers on the Infinite Limit of a Sequence. Mathematics Teaching Research Journal, 2022. Disponível em: https://eric.ed.gov/?id=EJ1361177. Acesso em: 5 nov. 2026.

APA

Arnal-Palacián, M., & Claros-Mellado, J. (2022). Specialized Content Knowledge of Pre-Service Teachers on the Infinite Limit of a Sequence. Mathematics Teaching Research Journal. https://eric.ed.gov/?id=EJ1361177

BibTeX
@article{arnalpalacian2022,
  author = {Arnal-Palacián, Mónica and Claros-Mellado, Javier},
  title = {Specialized Content Knowledge of Pre-Service Teachers on the Infinite Limit of a Sequence},
  year = {2022},
  journal = {Mathematics Teaching Research Journal},
  url = {https://eric.ed.gov/?id=EJ1361177},
  language = {en}
}
RIS
TY  - JOUR
AU  - Arnal-Palacián, Mónica
AU  - Claros-Mellado, Javier
TI  - Specialized Content Knowledge of Pre-Service Teachers on the Infinite Limit of a Sequence
PY  - 2022
JO  - Mathematics Teaching Research Journal
UR  - https://eric.ed.gov/?id=EJ1361177
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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