Abstract
This study aims to analyze students' mathematical communication in solving problems about limits at the beginning of university. We use the theory of commognition (Sfard, 2008) as a theoretical framework to design research tools and characterize students’ mathematical discourse on limits of functions by analyzing their word use, visual mediators, routines and endorsed narratives. The results indicate that students’ mathematical communicatio related to limits of functions is still limited. The findings suggest that the teaching of limits of functions at university level in Vietnam should take into account the unpacking of the meanings inherent in mathematical symbols to enhance students’ mathematical communication.
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