• Korean Journal of Mathematics
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• 제22권1호
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• pp.169-180
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• 2014

In this study, we consider the informal and formal definition of limit on the basis of middle and high school curriculum, and then analyze the reason of difficulties experienced when sophomores learn the formal definition(${\epsilon}-{\delta}$ procedure) of limit. We conducted teaching of the formal definition of limit with sophomores and analyzed their errors which were appeared when they applied to limits problems. In addition, we try to improve the understanding of ${\epsilon}-{\delta}$ procedure of the limit taught in analysis.