From Process to concept, exemplified in the functional limit

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dc.contributor.authorNeel Báez
dc.date.accessioned2025-08-26T14:58:53Z
dc.date.available2025-08-26T14:58:53Z
dc.date.issued2023
dc.descriptionPublicado por la revista: "The Edutational Review, 7(2), 121-130, 2023; "
dc.description.abstractIn 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.
dc.identifier.citationBáez, N. (2023). From Process to concept, exemplified in the functional limit. The Edutational Review, 7(2), 121–130.
dc.identifier.urihttps://repositoriovip.uasd.edu.do/handle/123456789/980
dc.language.isoen
dc.relation.ispartofseries2025; 15
dc.titleFrom Process to concept, exemplified in the functional limit
dc.typeArticle
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