{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,2,21]],"date-time":"2025-02-21T19:44:07Z","timestamp":1740167047613,"version":"3.37.3"},"reference-count":18,"publisher":"FapUNIFESP (SciELO)","issue":"62","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Bolema"],"abstract":"<jats:p>Resumo Neste artigo analisamos que compreens\u00e3o evidenciam os estudantes de um curso de forma\u00e7\u00e3o de professores de Matem\u00e1tica, no Brasil, sobre a defini\u00e7\u00e3o formal de limite de uma fun\u00e7\u00e3o num ponto, no decorrer de uma interven\u00e7\u00e3o did\u00e1tica que visa a aprendizagem com compreens\u00e3o deste conceito matem\u00e1tico. Os dados, recolhidos a partir da observa\u00e7\u00e3o participante com grava\u00e7\u00e3o em \u00e1udio e v\u00eddeo das aulas lecionadas e as produ\u00e7\u00f5es escritas dos estudantes na resolu\u00e7\u00e3o das tarefas propostas em sala de aula, foram analisados qualitativa e interpretativamente considerando tr\u00eas elementos evidenciadores de compreens\u00e3o: os significados, as representa\u00e7\u00f5es de limite e a sua aplica\u00e7\u00e3o na resolu\u00e7\u00e3o de problemas. Os resultados mostram que os estudantes, em geral, atribu\u00edram ao limite diferentes significados, que emergem dos seus conceito-imagem e que evidenciam uma concep\u00e7\u00e3o adequada da simbologia da defini\u00e7\u00e3o formal de limite, sendo igualmente capazes de reconhecer e representar o limite alg\u00e9brica e geometricamente, com registros assentes na simbologia dessa defini\u00e7\u00e3o e de a aplicarem corretamente na an\u00e1lise de erros e na resolu\u00e7\u00e3o de problemas de valida\u00e7\u00e3o de conjecturas. Evidenciaram, assim, uma aprendizagem com compreens\u00e3o da defini\u00e7\u00e3o formal de limite.<\/jats:p>","DOI":"10.1590\/1980-4415v32n62a14","type":"journal-article","created":{"date-parts":[[2018,10,21]],"date-time":"2018-10-21T18:22:05Z","timestamp":1540146125000},"page":"1030-1049","source":"Crossref","is-referenced-by-count":1,"title":["Compreens\u00e3o da Defini\u00e7\u00e3o Formal de Limite: um estudo na forma\u00e7\u00e3o inicial de professores de Matem\u00e1tica"],"prefix":"10.1590","volume":"32","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3313-9485","authenticated-orcid":false,"given":"Vilmar","family":"Fonseca","sequence":"first","affiliation":[{"name":"Instituto de Educa\u00e7\u00e3o, Ci\u00eancia e Tecnologia do Rio de Janeiro, Brasil"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7844-2157","authenticated-orcid":false,"given":"Ana","family":"Henriques","sequence":"additional","affiliation":[{"name":"Universidade de Lisboa, Portugal"}]}],"member":"530","published-online":{"date-parts":[[2018,12]]},"reference":[{"issue":"115","key":"ref1","first-page":"11","article-title":"Ensino explorat\u00f3rio da Matem\u00e1tica: pr\u00e1ticas e desafios","author":"CANAVARRO A. 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