The epistemological obstacle of unitary and pragmatic knowledge in learning the concept of limit: A theoretical model for its identification in Higher Education
DOI:
https://doi.org/10.71112/5633qt29Keywords:
Limit concept, Epistemological obstacles, Mathematics education, Higher education, Unitary and pragmatic knowledgeAbstract
The concept of limit is fundamental to calculus and advanced mathematical thinking; however, students frequently experience persistent difficulties associated with procedural reasoning and limited conceptual understanding. This study proposes a theoretical model for identifying unitary and pragmatic knowledge as an epistemological obstacle in learning the concept of limit in higher education. A qualitative interpretative methodology was adopted, combining written tasks, semi-structured interviews, and classroom observations. The findings reveal that students tend to interpret limits mainly through algebraic procedures, develop fragmented knowledge structures, and frequently confuse the limit of a function with its value at a point. In addition, teaching practices focused on algorithmic problem-solving reinforce this type of reasoning. The proposed model integrates epistemological, cognitive, and didactical dimensions, providing analytical tools for understanding and addressing epistemological obstacles in calculus education.
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