Students alternative frameworks about the notion of limit

Abstract

The ideas of three students about the notion of limit were investigated and interpreted using the methology underlying the notion of alternative framework. Students revealed dynamic ideas about limits and sequences, and commuted between geometric and algebraic representations to think about a geometric problem about limits. It is argued that student´sintuitions about the notion of limit have a crucial role in the learning and teaching of those notions, and consequently student´s intuitions should play a role in the curriculum development.