On double discontinuity

Although numerous suggestions for improvement and projects to mitigate the double discontinuity have been undertaken over the decades, it remains a central element in the discourse on teaching methodology. This paper discusses some of the current approaches with reference to education at the University of Vienna. These include, first, so-called bridge-building, which deals with the first break in the double discontinuity, i.e. the start of studies. Secondly, we discuss so-called interface projects, which promote a stronger integration of university mathematics perspectives into school mathematics education with the aim of mitigating the second break.

Autorentext

Mag. Daniela Huber studied mathematics and psychology & philosophy at the University of Vienna from 2011 to 2016. After graduating, she began teaching at a secondary school.