LIMIT AND CONTINUITY IN CALCULUS: AN APPROACH TO THE FORMAL DEFINITION USING GEOGEBRA
Abstract
This article proposes an alternative methodology for teaching and learning limits and continuity of functions using the GeoGebra software as a pedagogical resource. The proposal aims to explore the potential of GeoGebra to support the understanding of abstract concepts through interactive graphical visualizations, contributing to a more dynamic and meaningful learning process. For the theoretical foundation, a brief literature review was conducted, addressing studies that highlight the importance of digital technologies in mathematics education. The research emphasizes the role of problem solving as a central element in the learning process and discusses how the use of GeoGebra can enhance this practice, making the content more accessible and engaging for students. The results indicate the effectiveness of the software as a supporting tool in the teaching of calculus, demonstrating its ability to facilitate the construction of concepts and to encourage students’ active participation.
Author Biographies
Bachelor’s Degree in Mathematics from UEPA. Specialist in Calculus and Applied Mathematics from Faculdade Focus. Master’s student in Mathematics and Statistics at UFPA.
Bachelor’s Degree in Mathematics Education from the State University of Pará. Specialist in Teaching Mathematics for Secondary Education – Mathematics in Practice from UNIPAMPA. Master’s student in Mathematics and Statistics at the Federal University of Pará.
Master’s student at the Federal University of Pará (UFPA), with a Bachelor’s Degree in Mathematics. Conducts research in the field of Statistics, with emphasis on statistical inference, estimation theory, maximum likelihood methods, the Cramér–Rao lower bound, the delta method, probabilistic modeling, statistical data analysis, and computational methods applied to parameter estimation and statistical simulation.
Educator and researcher working in the field of Mathematics and Education, dedicated to teaching, teacher training, and reflection on contextualized pedagogical practices. His work values the relationship between school mathematics, social reality, and local knowledge, contributing to the strengthening of learning and teaching practices in different educational contexts.
Undergraduate Degree – Specialization in Mathematics Education.
Undergraduate student in Mathematics Education (Licentiate) at UEPA.
Specialist in Methodology of Teaching Mathematics from Uniter. Bachelor’s Degree in Mathematics Education from UEPA.
UEPA – State University of Pará.
Master’s Degree in Statistics from the Federal University of Pará.
Master’s student in Applied Mathematics.
References
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