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Abstract

The limit of function as one of the core materials in differential calculus will influence the understanding of subsequent material for the derivative and integral. Several studies on limits show that students still experience learning obstacles or difficulties in solving limit problems. A learning obstacle is a condition that limits the acquisition of new knowledge by students during the learning process, potentially causing difficulties in the learning process. There are 3 types of learning obstacles, namely ontogenic obstacles, didactical obstacles, and epistemological obstacles. This research aims to identify learning obstacles in studying 4 sub-contents of function limits. This research is a qualitative approach with the framework of didactical design research (DDR). The participants are 26 students in mathematics education in semester 1  at Universitas Khairun. Data collection through a written test that consists of 4 essay questions. Students' test answers were corrected using holistic scoring guidelines with 4 different scoring categories. The total score of each participant will be grouped into three criteria of ability. The data analysis is qualitative and consists of three steps: data reduction, data presentation, and conclusions. The findings are the dominant learning obstacle based on the content is the formal definition. The learning obstacles that appeared are the epistemological obstacle, psychological ontogenic, instrumental ontogenic, and conceptual ontogenic. Further research is needed to develop a hypothetical learning trajectory and didactical design that can reduce learning obstacles that occur in the learning process.


 


Keywords: Limit of function, learning obstacle, differential calculus

Keywords

Didactical Design Research Differential Calculus Learning Obstacle Limit of Function

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Tonra, W. S., Suryadi, D., Mulyaning, E. C., & Kusnandi. (2025). Learning obstacles and the didactical design for teaching the limit of function in a Calculus course. Journal on Mathematics Education, 16(1), 153–172. https://doi.org/10.22342/jme.v16i1.pp153-172
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