Meaningful learning of limit and continuity in school level: A case study

Abstract

This study entitled "Meaningful learning of limit and continuity in school level: a case study" is a case study. This study aimed to seek the answer of the question as "are the students able to learn limit and continuity in meaningful way avoiding possible misconceptions?" and suggest some ways to teach limit and continuity so that it would be meaningful for students. This study was based on social constructivism and expository teaching/learning model in some case. The mixed method study was adopted in this research. For this study 30 students studying optional mathematics at Prabha Secondary School were selected as the sample using conventional sampling method. The data were collected using tools as analytical memo, achievement test and interview. The data obtained from the achievement test were analyzed in two ways: quantitatively and descriptively, and the data obtained from other tools were analyzed descriptively. The result of the study showed that most of the content added in the school level curriculum can be learned in meaningful ways by the students avoiding possible misconceptions. To teach it in meaningful ways this study has suggested some steps such as: (i) tell the objective (ii) begin with concrete and real life examples (ii) start to discuss about the concept of limit and continuity using graphical representations, for this GeoGebra Applet is more appropriate than traditional ways (iv) discuss about symbol with the help of graphical representations (v) discuss about the solutions procedures of algebraic expressions (vi) use verbal representations only to describe other representations (vii) involve students in all activities and provide time for group discussions (vii) be aware about the student's misconceptions, use figures, examples and non-examples to avoid misconceptions. This study also concluded that some content such as ∞, 0/0 could not be learned in meaningful way by the students studying in class 9 and 10, although we can convince the students through the way of discussion using various figures, examples and non-examples.