摘要 : This paper describes the development of an instructional sequence designed to allow students to reinvent the definition of sequence convergence in an introductory proof course. The sequence follows a heuristic of guided reinventio... 展开 This paper describes the development of an instructional sequence designed to allow students to reinvent the definition of sequence convergence in an introductory proof course. The sequence follows a heuristic of guided reinvention that encourages students to independently create their own mathematical definitions. This case study reports on how the challenges faced by one group of students informed a redesign of the curriculum and how a second group of students responded to the curricular revisions. 收起