Abstract
Instructors are constantly struggling to help students understand mathematical concepts as well as the relevance of mathematics to the real world. In calculus, students possess misconceptions of the limit concept. Pushing the Limit refers to a semester-long calculus class project that required students to read about, interview calculus instructors, write about, and discuss the concept of a limit of a function. This project became an avenue for the confrontation of students' misconceptions about limits, and resulted in a lower percentage of students having such misconceptions.
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