A Pathway to a Student-Worded Definition of Limits at the Secondary-Tertiary Transition

Renaud Chorlay

Open source

DOI: 10.1007/s40753-019-00094-5
Published: 2019-06-13
Container: International Journal of Research in Undergraduate Mathematics Education
Publisher: Springer Science and Business Media LLC
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.1007/s40753-019-00094-5,
  title = {A Pathway to a Student-Worded Definition of Limits at the Secondary-Tertiary Transition},
  author = {Renaud Chorlay},
  year = {2019},
  journal = {International Journal of Research in Undergraduate Mathematics Education},
  doi = {10.1007/s40753-019-00094-5},
  url = {https://doi.org/10.1007/s40753-019-00094-5}
}

RIS

TY  - JOUR
TI  - A Pathway to a Student-Worded Definition of Limits at the Secondary-Tertiary Transition
AU  - Renaud Chorlay
PY  - 2019
JO  - International Journal of Research in Undergraduate Mathematics Education
DO  - 10.1007/s40753-019-00094-5
UR  - https://doi.org/10.1007/s40753-019-00094-5
ER  -

APA

Chorlay, R. (2019). A Pathway to a Student-Worded Definition of Limits at the Secondary-Tertiary Transition. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-019-00094-5

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crossref · retrieved 2026-11-10T21:15:35.874Z