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From Process to Concept, Exemplified in the Functional Limit

Báez Ureña Neel1, Lalondriz Rincón Michelle Elizabeth2, Blanco Sánchez Ramón3,*

1Faculty of Sciences, Autonomous University of Santo Domingo, Santo Domingo, Dominican Republic. 

2Faculty of Engineering, Autonomous University of Santo Domingo, Santo Domingo, Dominican Republic. 

3Department of Mathematics, Faculty of Natural and Exact Sciences, University of Camagüey, Cuba.

*Corresponding author: Blanco Sánchez Ramón

Date: February 22,2023 Hits: 1121


In the present work, it is argued how the transition from the procedural activity to the formation of the concept is developed, it is explained how students should work with pre-concepts of limit so that they can arrive at the mathematical definition of functional limit and appropriate the concept and its essential characteristics, which is analyzed from the results that arise in the specialized literature on the transition from the process to the object; also taking into account the function as a fundamental element of mathematical language and the need to use different semiotic representations of the object being studied. It arrives at a didactic proposal for the aforementioned transition from the process to the concept, with the objective of sensitizing teachers to the need for students to appropriate the concept. Several examples are included to guide teachers in the application of the proposal.


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From Process to Concept, Exemplified in the Functional Limit

How to cite this paper: Báez Ureña Neel, Lalondriz Rincón Michelle Elizabeth, Blanco Sánchez Ramón. (2023). From Process to Concept, Exemplified in the Functional Limit. The Educational Review, USA7(2), 121-130.

DOI: http://dx.doi.org/10.26855/er.2023.02.002