CONSTRUCTING KNOWLEDGE ABOUT THE NOTION OF LIMIT IN THE DEFINITION OF THE HORIZONTAL ASYMPTOTE

ABSTRACTProcesses of knowledge construction are investigated. A learner is constructing knowledge about the notion of limit in the definition of the horizontal asymptote. The analysis is based on the dynamically nested epistemic action model for abstraction in context. Different tasks are offered to the learner. In her effort to perform the different tasks, the learner encounters a situation of conflict between her concept image of the horizontal asymptote and the concept definition. The model of abstraction in context is used to analyze two new constructions of knowledge for the learner, which permit her to reconsider her concept image and to conceptually understand the definition of the horizontal asymptote.

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