@article{giraldo2003dad,
	title = {Descriptions and definitions in the teaching of elementary calculus},
	author = {Victor Giraldo and Luiz Mariano Carvalho and David Tall},
	journal = {Proceedings of the 27 thAnnual Conference of the International Group for the Psychology of Mathematics Education},
	pages = {445-452},
	url = {http://www.warwick.ac.uk/staff/David.Tall/pdfs/dot2003d-giraldo-carv-pme.pdf},
	year = {2003},
	biburl = {http://www.bibsonomy.org/bibtex/26b56d9e8a39f0a3c2f987f5dd5082344/yish},
	abstract = {In this paper, we discuss the (potentially positive) pedagogical role of intrinsic limitations
of computational descriptions for mathematical concepts, with special focus on the concept
of derivative. Our claim is that, in a suitable approach, those limitations can act for the
enrichment of learners’ concept images. We report a case study with a first year
undergraduate student and place this in a broader empirical and theoretical context.},
	keywords = {AMT calculus learning limit mathematics mythesis teaching }
}