Abstract
The aim of this study is to investigate teacher candidates’ conceptual understanding of the concept oflimit in single-variable functions. The study sample consisted of 30 students who were studying PrimarySchool Mathematics Teaching at the Department of Mathematics and Science Education at a stateuniversity in Turkey and were enrolled in the Analysis I course in their second year. This study used abasic qualitative research design, and data were collected through open-ended questions and clinicalinterviews with focus students. The results revealed that the teacher candidates gave memorizedanswers to conceptual knowledge questions. The results showed that the teacher candidates’ conceptdefinitions were generally based on the right-left limit equation theorem and the dynamic form of thelimit. However, the results of the clinical interviews indicated that teacher candidates avoided givingthe formal definition of a limit.
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