http://www.decodingthedisciplines.de/w/index.php?action=history&feed=atom&title=Limits
Limits - Revision history
2026-05-06T12:30:42Z
Revision history for this page on the wiki
MediaWiki 1.39.7
http://www.decodingthedisciplines.de/w/index.php?title=Limits&diff=3448&oldid=prev
Riegler: removing dead links
2025-06-17T09:55:19Z
<p>removing dead links</p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 11:55, 17 June 2025</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*video recordings of the interview</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*video recordings of the interview</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*corresponding transcripts: [[:File:Limits-transcripts-part1.rtf|part1]], [[:File:Limits-transcripts-part2.rtf|part2]], [[:File:Limits-transcripts-part3.rtf|part3<del style="font-weight: bold; text-decoration: none;">]], [[:File:Limits-transcripts-part4.rtf|part4]], [[:File:Limits-transcripts-part5.rtf|part5</del>]]</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*corresponding transcripts: [[:File:Limits-transcripts-part1.rtf|part1]], [[:File:Limits-transcripts-part2.rtf|part2]], [[:File:Limits-transcripts-part3.rtf|part3]]</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==References==</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==References==</div></td></tr>
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Riegler
http://www.decodingthedisciplines.de/w/index.php?title=Limits&diff=3337&oldid=prev
Riegler: +link BayZiel
2025-05-01T13:12:28Z
<p>+link BayZiel</p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 15:12, 1 May 2025</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Limit '''is a core concept in mathematics. In teaching calculus it plays the role of a foundational concepts which further concepts build on.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Limit '''is a core concept in mathematics. In teaching calculus it plays the role of a foundational concepts which further concepts build on.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Decoding work on teaching limits has been done by Harald Hofberger and [[User:Riegler|Riegler]] with the support of members of the BayZiel Decoding group.<ref name=":0">Hofberger, H., Riegler,P. (2022): [[Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre]], in P. Riegler & Ch. Maas (Hrsg.): ''[https://www.duz-open.de/media/e1457f56a67a9f338c70e87ca8a4f2cf9da0ddce/f575b32f90a32b0cd866a47845aa350fb1ace900/864faa5f7dbb33de09ff38e408a2533dd5969d65/c53892b237e13cb1fd12facfeda357838c73d98a.pdf Scholarship of Teaching and Learning in der Mathematik. Mathematik-Lehre forschend betrachten],'' DUZ open</ref></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Decoding work on teaching limits has been done by Harald Hofberger and [[User:Riegler|Riegler]] with the support of members of the <ins style="font-weight: bold; text-decoration: none;">[[Deoding working group at BayZiel|</ins>BayZiel Decoding group<ins style="font-weight: bold; text-decoration: none;">]]</ins>.<ref name=":0">Hofberger, H., Riegler,P. (2022): [[Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre]], in P. Riegler & Ch. Maas (Hrsg.): ''[https://www.duz-open.de/media/e1457f56a67a9f338c70e87ca8a4f2cf9da0ddce/f575b32f90a32b0cd866a47845aa350fb1ace900/864faa5f7dbb33de09ff38e408a2533dd5969d65/c53892b237e13cb1fd12facfeda357838c73d98a.pdf Scholarship of Teaching and Learning in der Mathematik. Mathematik-Lehre forschend betrachten],'' DUZ open</ref></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
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Riegler
http://www.decodingthedisciplines.de/w/index.php?title=Limits&diff=3109&oldid=prev
Riegler: Changed categories.
2025-04-22T16:35:39Z
<p>Changed categories.</p>
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Riegler
http://www.decodingthedisciplines.de/w/index.php?title=Limits&diff=3108&oldid=prev
Riegler: Changed categories.
2025-04-22T16:35:11Z
<p>Changed categories.</p>
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Riegler
http://www.decodingthedisciplines.de/w/index.php?title=Limits&diff=1862&oldid=prev
Riegler: Riegler moved page DecodingWork:Limits to Limits over a redirect without leaving a redirect: abandoning DecodingWork-namespce
2024-07-22T14:33:11Z
<p>Riegler moved page <a href="/w/index.php?title=DecodingWork:Limits&action=view" class="new" title="DecodingWork:Limits (page does not exist)" data-bs-title="DecodingWork:Limits">DecodingWork:Limits</a> to <a href="/wiki/Limits" title="Limits" data-bs-title="Limits">Limits</a> over a redirect without leaving a redirect: abandoning DecodingWork-namespce</p>
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Riegler
http://www.decodingthedisciplines.de/w/index.php?title=Limits&diff=1794&oldid=prev
Riegler at 08:53, 18 July 2024
2024-07-18T08:53:52Z
<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 10:53, 18 July 2024</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Limit '''is a core concept in mathematics. In teaching calculus it plays the role of a foundational concepts which further concepts build on.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Limit '''is a core concept in mathematics. In teaching calculus it plays the role of a foundational concepts which further concepts build on.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Decoding work on teaching limits has been done by Harald Hofberger and [[User:Riegler|Riegler]] with the support of members of the BayZiel Decoding group.<ref name=":0">Hofberger, H., Riegler,P. (2022): Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre, in P. Riegler & Ch. Maas (Hrsg.): ''[https://www.duz-open.de/media/e1457f56a67a9f338c70e87ca8a4f2cf9da0ddce/f575b32f90a32b0cd866a47845aa350fb1ace900/864faa5f7dbb33de09ff38e408a2533dd5969d65/c53892b237e13cb1fd12facfeda357838c73d98a.pdf Scholarship of Teaching and Learning in der Mathematik. Mathematik-Lehre forschend betrachten],'' DUZ open</ref></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Decoding work on teaching limits has been done by Harald Hofberger and [[User:Riegler|Riegler]] with the support of members of the BayZiel Decoding group.<ref name=":0">Hofberger, H., Riegler,P. (2022): <ins style="font-weight: bold; text-decoration: none;">[[</ins>Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre<ins style="font-weight: bold; text-decoration: none;">]]</ins>, in P. Riegler & Ch. Maas (Hrsg.): ''[https://www.duz-open.de/media/e1457f56a67a9f338c70e87ca8a4f2cf9da0ddce/f575b32f90a32b0cd866a47845aa350fb1ace900/864faa5f7dbb33de09ff38e408a2533dd5969d65/c53892b237e13cb1fd12facfeda357838c73d98a.pdf Scholarship of Teaching and Learning in der Mathematik. Mathematik-Lehre forschend betrachten],'' DUZ open</ref></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
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Riegler
http://www.decodingthedisciplines.de/w/index.php?title=Limits&diff=1789&oldid=prev
Riegler at 08:39, 18 July 2024
2024-07-18T08:39:25Z
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Limit '''is a core concept in mathematics. In teaching calculus it plays the role of a foundational concepts which further concepts build on.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Limit '''is a core concept in mathematics. In teaching calculus it plays the role of a foundational concepts which further concepts build on.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Decoding work on teaching limits has been done by Harald Hofberger and [[User:Riegler|Riegler]] with the support of members of the BayZiel Decoding group.<ref name=":0"><del style="font-weight: bold; text-decoration: none;">Harald </del>Hofberger, <del style="font-weight: bold; text-decoration: none;">Peter </del>Riegler (2022): Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre, in P. Riegler & Ch. Maas (Hrsg.): ''[https://www.duz-open.de/media/e1457f56a67a9f338c70e87ca8a4f2cf9da0ddce/f575b32f90a32b0cd866a47845aa350fb1ace900/864faa5f7dbb33de09ff38e408a2533dd5969d65/c53892b237e13cb1fd12facfeda357838c73d98a.pdf Scholarship of Teaching and Learning in der Mathematik. Mathematik-Lehre forschend betrachten],'' DUZ open</ref></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Decoding work on teaching limits has been done by Harald Hofberger and [[User:Riegler|Riegler]] with the support of members of the BayZiel Decoding group.<ref name=":0">Hofberger, <ins style="font-weight: bold; text-decoration: none;">H., </ins>Riegler<ins style="font-weight: bold; text-decoration: none;">,P. </ins>(2022): Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre, in P. Riegler & Ch. Maas (Hrsg.): ''[https://www.duz-open.de/media/e1457f56a67a9f338c70e87ca8a4f2cf9da0ddce/f575b32f90a32b0cd866a47845aa350fb1ace900/864faa5f7dbb33de09ff38e408a2533dd5969d65/c53892b237e13cb1fd12facfeda357838c73d98a.pdf Scholarship of Teaching and Learning in der Mathematik. Mathematik-Lehre forschend betrachten],'' DUZ open</ref></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Decoding work done==</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Decoding work done==</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===Modelling the tasks===</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===Modelling the tasks===</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The authors suggest an activity to contrast the colloquial and mathematical meanings of "approaching".<ref name=":1"><del style="font-weight: bold; text-decoration: none;">Peter </del>Riegler (2021): [[:File:Limits-report.pdf|Analyse eines Interviews zu studentischen Schwierigkeiten mit Grenzwerten]]<del style="font-weight: bold; text-decoration: none;">, </del>unpublished report.</ref> With respect to the bottlenecks identified in the post-hoc analysis of the interview, they also suggest activities, for instance to help students recognize the difference between constructive and nonconstructive definitions and to recognize the nonconstructive nature in the case of limit.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The authors suggest an activity to contrast the colloquial and mathematical meanings of "approaching".<ref name=":1">Riegler<ins style="font-weight: bold; text-decoration: none;">, P. </ins>(2021): [[:File:Limits-report.pdf|Analyse eines Interviews zu studentischen Schwierigkeiten mit Grenzwerten]]<ins style="font-weight: bold; text-decoration: none;">. </ins>unpublished report.</ref> With respect to the bottlenecks identified in the post-hoc analysis of the interview, they also suggest activities, for instance to help students recognize the difference between constructive and nonconstructive definitions and to recognize the nonconstructive nature in the case of limit.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===Practice and Feedback===</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===Practice and Feedback===</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Researchers involved==</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Researchers involved==</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Harald Hofberger, Peter Riegler</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Harald Hofberger, <ins style="font-weight: bold; text-decoration: none;">[[:User:Riegler|</ins>Peter Riegler<ins style="font-weight: bold; text-decoration: none;">]]</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Available resources==</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Available resources==</div></td></tr>
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Riegler
http://www.decodingthedisciplines.de/w/index.php?title=Limits&diff=1782&oldid=prev
Riegler at 14:05, 17 July 2024
2024-07-17T14:05:16Z
<p></p>
<table style="background-color: #fff; color: #202122;" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 16:05, 17 July 2024</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1">Line 1:</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Limit '''is a core concept in mathematics. In teaching calculus it plays the role of a foundational concepts which further concepts build on.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Limit '''is a core concept in mathematics. In teaching calculus it plays the role of a foundational concepts which further concepts build on.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Decoding work on teaching limits has been done by Hofberger and [[User:Riegler|Riegler]] with the support of members of the BayZiel Decoding group.<ref name=":0">Harald Hofberger, Peter Riegler (2022): Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre, in P. Riegler & Ch. Maas (Hrsg.): ''[https://www.duz-open.de/media/e1457f56a67a9f338c70e87ca8a4f2cf9da0ddce/f575b32f90a32b0cd866a47845aa350fb1ace900/864faa5f7dbb33de09ff38e408a2533dd5969d65/c53892b237e13cb1fd12facfeda357838c73d98a.pdf Scholarship of Teaching and Learning in der Mathematik. Mathematik-Lehre forschend betrachten],'' DUZ open</ref></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Decoding work on teaching limits has been done by <ins style="font-weight: bold; text-decoration: none;">Harald </ins>Hofberger and [[User:Riegler|Riegler]] with the support of members of the BayZiel Decoding group.<ref name=":0">Harald Hofberger, Peter Riegler (2022): Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre, in P. Riegler & Ch. Maas (Hrsg.): ''[https://www.duz-open.de/media/e1457f56a67a9f338c70e87ca8a4f2cf9da0ddce/f575b32f90a32b0cd866a47845aa350fb1ace900/864faa5f7dbb33de09ff38e408a2533dd5969d65/c53892b237e13cb1fd12facfeda357838c73d98a.pdf Scholarship of Teaching and Learning in der Mathematik. Mathematik-Lehre forschend betrachten],'' DUZ open</ref></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Decoding work done==</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Decoding work done==</div></td></tr>
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Riegler
http://www.decodingthedisciplines.de/w/index.php?title=Limits&diff=1781&oldid=prev
Riegler at 14:04, 17 July 2024
2024-07-17T14:04:38Z
<p></p>
<table style="background-color: #fff; color: #202122;" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 16:04, 17 July 2024</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1">Line 1:</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Limit '''is a core concept in mathematics. In teaching calculus it plays the role of a foundational concepts which further concepts build on.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Limit '''is a core concept in mathematics. In teaching calculus it plays the role of a foundational concepts which further concepts build on.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Decoding work on teaching limits has been done by Hofberger and [[<del style="font-weight: bold; text-decoration: none;">:</del>User:Riegler|Riegler]] with the support of members of the BayZiel Decoding group.<ref name=":0">Harald Hofberger, Peter Riegler (2022): Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre, in P. Riegler & Ch. Maas (Hrsg.): ''[https://www.duz-open.de/media/e1457f56a67a9f338c70e87ca8a4f2cf9da0ddce/f575b32f90a32b0cd866a47845aa350fb1ace900/864faa5f7dbb33de09ff38e408a2533dd5969d65/c53892b237e13cb1fd12facfeda357838c73d98a.pdf Scholarship of Teaching and Learning in der Mathematik. Mathematik-Lehre forschend betrachten],'' DUZ open</ref></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Decoding work on teaching limits has been done by Hofberger and [[User:Riegler|Riegler]] with the support of members of the BayZiel Decoding group.<ref name=":0">Harald Hofberger, Peter Riegler (2022): Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre, in P. Riegler & Ch. Maas (Hrsg.): ''[https://www.duz-open.de/media/e1457f56a67a9f338c70e87ca8a4f2cf9da0ddce/f575b32f90a32b0cd866a47845aa350fb1ace900/864faa5f7dbb33de09ff38e408a2533dd5969d65/c53892b237e13cb1fd12facfeda357838c73d98a.pdf Scholarship of Teaching and Learning in der Mathematik. Mathematik-Lehre forschend betrachten],'' DUZ open</ref></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Decoding work done==</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Decoding work done==</div></td></tr>
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Riegler
http://www.decodingthedisciplines.de/w/index.php?title=Limits&diff=1780&oldid=prev
Riegler at 14:03, 17 July 2024
2024-07-17T14:03:37Z
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 16:03, 17 July 2024</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Limit '''is a core concept in mathematics. In teaching calculus it plays the role of a foundational concepts which further concepts build on.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Limit '''is a core concept in mathematics. In teaching calculus it plays the role of a foundational concepts which further concepts build on.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Decoding work on teaching limits has been done by Hofberger and [[User:Riegler|Riegler]] with the support of members of the BayZiel Decoding group.<ref name=":0">Harald Hofberger, Peter Riegler (2022): Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre, in P. Riegler & Ch. Maas (Hrsg.): ''[https://www.duz-open.de/media/e1457f56a67a9f338c70e87ca8a4f2cf9da0ddce/f575b32f90a32b0cd866a47845aa350fb1ace900/864faa5f7dbb33de09ff38e408a2533dd5969d65/c53892b237e13cb1fd12facfeda357838c73d98a.pdf Scholarship of Teaching and Learning in der Mathematik. Mathematik-Lehre forschend betrachten],'' DUZ open</ref></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Decoding work on teaching limits has been done by Hofberger and [[<ins style="font-weight: bold; text-decoration: none;">:</ins>User:Riegler|Riegler]] with the support of members of the BayZiel Decoding group.<ref name=":0">Harald Hofberger, Peter Riegler (2022): Studentische Schwierigkeiten mit dem Grenzwertbegriff und mögliche Implikationen für die Lehre, in P. Riegler & Ch. Maas (Hrsg.): ''[https://www.duz-open.de/media/e1457f56a67a9f338c70e87ca8a4f2cf9da0ddce/f575b32f90a32b0cd866a47845aa350fb1ace900/864faa5f7dbb33de09ff38e408a2533dd5969d65/c53892b237e13cb1fd12facfeda357838c73d98a.pdf Scholarship of Teaching and Learning in der Mathematik. Mathematik-Lehre forschend betrachten],'' DUZ open</ref></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Decoding work done==</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Decoding work done==</div></td></tr>
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Riegler