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Abstract
This article compares first-year university students' development of the concept of limits to mathematicians' historical development of the concept. The aim was to find out if students perceive the notion as mathematicians of the past did, as understandings of the concept evolved. The results imply that there are some similarities—for example, the struggle with rigor and attainability. Knowledge of such critical areas can be used to improve students' opportunities of learning limits of functions. Some teaching aspects related to the study are also discussed.
