Conflicts in the learning of real numbers and limits

Abstract

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 ideas

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