Assessing procedural and conceptual understanding on the limit concept: A study on first-year university students

Theofilos Trapezanlidis 1 * , Konstantinos Nikolantonakis 1
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1 Department of Primary Education, Florina School of Education, University of Western Macedonia, Florina, GREECE
* Corresponding Author
EUR J SCI MATH ED, Volume 14, Issue 2, pp. 270-282. https://doi.org/10.30935/scimath/18147
Published: 17 March 2026
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ABSTRACT

The limit concept is foundational in undergraduate mathematics. This study assessed procedural knowledge and conceptual understanding of the limit in 87 first-semester students from a major Greek university, enrolled in a calculus I course. Using a structured questionnaire, data were analyzed with quantitative methods (descriptive statistics) and qualitative methods (thematic analysis of student responses). Findings revealed a limited conceptual grasp and a reliance on computational techniques, supporting Skemp’s (1976) distinction between instrumental and relational understanding. Students exhibited challenges in interpreting dynamic processes and showed persistent, rigid concept images that deviated from the formal definition. The study suggests practical adjustments for teaching the limit concept in undergraduate mathematics.
Keywords: limit, function, instrumental, relational, concept image, concept definition

CITATION

Trapezanlidis, T., & Nikolantonakis, K. (2026). Assessing procedural and conceptual understanding on the limit concept: A study on first-year university students. European Journal of Science and Mathematics Education, 14(2), 270-282. https://doi.org/10.30935/scimath/18147

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