Prospective mathematics teachers’ concept image on the limit of a function

Abstract

The concept of limit is one of the prerequisite subjects in studying calculus. Previous studies indicate that the use of the limit concept in learning that is not in accordance with the limit concept in mathematics. This study aims to describe the concept image of prospective mathematics teachers on the concept of limit functions and the causes of the concept image. This qualitative study used the phenomenology approach, involving seven mathematics students in the fifth semester at a university in Bandung, Indonesia, who were selected based on the results of a written test. The data were obtained from the results of written tests on the concept of limit function and interviews and analysed descriptively. The results showed that students understood the concept of limit function in the same way that limit is an unreachable function. This causes the definition of limit formally using ε-δ is not properly understood. In this case, a comprehensive study of the limit function is needed at the beginning of calculus learning and should be an important concern for lecturers of calculus.