In this paper we focused on university mathematics students’ mental constructions on the concept limit of a sequence. The aim was to explore the nature of the mental constructions and to contribute to Action–Process–Object–Schema (APOS) theory in terms of instructional strategy for teaching limit of sequences. The belief that understanding students’ mental constructions in learning mathematics leads to improved instructional strategy guided this study. Maple software was applied in the learning of limit of sequences to foster students’ understanding of the topic. Thirty university students took part in this study. The data was collected through the test questions and interviews. The results revealed that in most cases, the preliminary genetic decomposition could be used to appropriately describe students’ constructions of their responses. Furthermore, many students operated at an action/process/object level with the exception of a few students who were not able to operate at these levels. It was also revealed that few students carried out procedures effectively without the conceptual understanding of the concept limit of a sequence. It is recommended that the preliminary genetic decomposition be extended to include aspects necessary for conceptual understanding of the limit of sequences in modified genetic decomposition, such as prerequisites, concepts which include rules of inequalities and properties of the modulus function. These concepts are required for the understanding of proving or disproving the given limits of a sequence.

在本文中，我们集中在序列概念极限上的大学数学学生的心理建构上。目的是探索心理建构的本质，并根据序列限制教学策略的教学策略，为行动—过程—目标—图式（APOS）理论做出贡献。相信在学习数学中理解学生的心理建构会导致改进的教学策略，从而指导了这项研究。Maple软件被用于学习序列限制，以促进学生对该主题的理解。30名大学生参加了这项研究。数据是通过测试问题和访谈收集的。结果表明，在大多数情况下，初步的遗传分解可用于恰当地描述学生对其反应的构造。此外，许多学生在动作/过程/对象级别上进行操作，只有少数学生无法在这些级别上进行操作。还发现，很少有学生在没有对序列概念极限的概念理解的情况下有效地执行程序。建议将初步的遗传分解扩展到包括概念上理解修饰的遗传分解中的序列限制所必需的方面，例如先决条件，包括不等式规则和模函数性质的概念。这些概念是理解证明或证明给定序列限制所必需的。还发现，很少有学生在没有对序列概念极限的概念理解的情况下有效地执行程序。建议将初步的遗传分解扩展到包括概念上理解修饰的遗传分解中的序列限制所必需的方面，例如先决条件，包括不等式规则和模函数性质的概念。这些概念是理解证明或证明给定序列限制所必需的。还发现，很少有学生在没有对序列概念极限的概念理解的情况下有效地执行程序。建议将初步的遗传分解扩展到包括概念上理解修饰的遗传分解中的序列限制所必需的方面，例如先决条件，包括不等式规则和模函数性质的概念。这些概念是理解证明或证明给定序列限制所必需的。建议将初步的遗传分解扩展到包括概念上理解修饰的遗传分解中的序列限制所必需的方面，例如先决条件，包括不等式规则和模函数性质的概念。这些概念是理解证明或证明给定序列限制所必需的。建议将初步的遗传分解扩展到包括概念上理解修饰的遗传分解中的序列限制所必需的方面，例如先决条件，包括不等式规则和模函数性质的概念。这些概念是理解证明或证明给定序列限制所必需的。