The use of visual approach in teaching and learning the epsilon-delta definition of continuity

Abstract

In this paper we introduce a new collaborative technique in teaching and learning the epsilon-delta definition of a continuous function at the point from its domain, which connects mathematical logic, combinatorics and calculus. This collaborative approach provides an opportunity for mathematical high school students to engage in mathematical inquiry outside of the classroom by completing exercises that are based on the idea of visualization. Thus, the proposed approach enables cultivation of mathematical creative thinking and helps students to build their mathematical knowledge about the concept of a continuous function.