Concept image and concept definition in mathematics with particular reference to limits and continuity

The concept image consists of all the cognitive structure in the individual's mind that is associated with a given concept. This may not be globally coherent and may have aspects which are quite different from the formal concept definition. The development of limits and continuity, as taught in secondary school and university, are considered. Various investigations are reported which demonstrate individual concept images differing from the formal theory and containing factors which cause cognitive conflict

Conflicts in the learning of real numbers and limits

question: "Is 0.999... (nought point nine recurring) equal to one, or just less than one?". Many answers contained infinitesimal concepts: "The same, because the difference between them is infinitely small." " The same, for at infinity it comes so close to one it can be considered the same." "Just less than one, but it is the nearest you can get to one without actually saying it is one." "Just less than one, but the difference between it and one is infinitely small." The majority of students thought that 0.999... was less than one. It may be that a few students had been taught using infinitesimal concepts, or that the phrase “just less than one ” had connotations for the students different from those intended by the questioner; but it seems more likely that the answers represent the students ’ own rationalisations made in an attempt to resolve conflicts inherent in the students ’ previous experience of limiting processes. Some conscious and subconscious conflicts Most of the mathematics met in secondary school consists of sophisticated idea