摘要 : The complexity in understanding the ?–δ definition has motivated research into the teaching and learning of the topic. In this paper I share my design of an instructional analogy called the Pancake Story and four different questio... 展开 The complexity in understanding the ?–δ definition has motivated research into the teaching and learning of the topic. In this paper I share my design of an instructional analogy called the Pancake Story and four different questions to explore the logical relationship between ? and δ that structures the definition. I designed the story from an anti-deficit perspective on students’ mathematical thinking. I leverage students’ intuitions about quality control, and explicitly build on students’ prior knowledge that I gathered from student interviews. I illustrate the utility of the story in supporting students’ sense-making of the formal definition by sharing changes in students’ claims and justifications about the relationship between ? and δ. Students' justifications also provide examples of the kind of thinking an instructor might expect to see in the classroom when using the story. I end the paper with some classroom implications and a teaching episode illustrating how students might use the story to make sense of limit more broadly. 收起