Abstract
This article provides information on the problem of continuity and continuity in the teaching of mathematics and the extent to which it is provided in education. The concepts of continuity and continuity in education are explained in terms of topics in mathematics. The consistent, sequential, coherent placement of mathematical knowledge and its delivery to students is demonstrated by explaining the topics. This means that if a sequence is not maintained in any subject, that is, if the acquired knowledge does not complement the initial knowledge, if it is not enriched in content, if it is not interconnected, it does not form a certain understanding in the student and shows the effectiveness of such teaching. Also, factors influencing the implementation of state educational standards based on the competency approach introduced in our schools have been developed.
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