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The formal definition of limit is one mathematical idea that givesdifficulties to most students. Therefore, it is necessary to provide engagingactivity in order to construct the students' understanding about thedefinition. This study aims to shed light on designing activities with dynamicgeometry software to facilitate the students in discovering the formaldefinition of limit. Forty-eight students participated in the study. Bothquantitative and qualitative data were collected from the students' responsesin and attitudes toward the activities. The students' responses were gathereddirectly by using the dynamic geometry software whereas an online questionnairewas used to collect the students' attitudes. The results of the study thenpresented in this paper. Further, a set of suggestions in designing andimplementing dynamic geometry environments to foster students' understandingabout formal definition of limit was also proposed.

Discovering the formal definition of limit through exploration in dynamic geometry environments