Continuity in teaching function-related concepts in general secondary schools and academic lyceums

Continuity in mathematics education is crucial for ensuring smooth cognitive development and conceptual understanding among students transitioning from general secondary schools to academic lyceums. One of the key areas requiring a structured approach is the teaching of function-related concepts. This paper examines the necessity of continuity in teaching functions, explores existing gaps in the curriculum transition, and proposes pedagogical strategies to reinforce students’ comprehension. By aligning methodologies and gradually increasing the complexity of function-related concepts, educators can facilitate deeper mathematical understanding, critical thinking, and problem-solving skills. The study highlights the importance of curriculum integration, differentiated instruction, and the use of technology to enhance continuity in teaching mathematical functions.

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