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The concept of limit has a long history of being difficult for many students. This researcher attempted to find some better ways of helping the student acquire a clearer concept of limits. The problem was one of determining whether experience with limits in high school would help when future contacts with limits were encountered. Three groups of students were formed from freshmen enrolled in mathematics at the University of Kansas. Group A had studied in high school a given number of theorems on limits. Group B had had no work in limits but had had some analytic geometry in high school, while Group C had had neither of the above experiences.