Exploring undergraduate in-service mathematics teachers` misconceptons of the notions of continuity and differentiability at Bindura University of Science Education
Continuity and differentiability are among the fundamental concepts in the learning of university mathematics. They are pre- requisite for other courses in undergraduate mathematics such as analysis and ordinary differential equations just to mention a few. The traces of continuity and differentiability are visible in the majority of mathematical courses at university level. Students have difficulties in the learning of these concepts. The purpose of this study is to explore undergraduate in-service mathematics teachers` conceptions of the notions of continuity and differentiability. The design of this study is both qualitative and quantitative analysis of the questionnaire and interviews, its subjects consisted of 30 in-service undergraduate mathematics teachers. The results showed that students have misconceptions on the two concepts under discussion. Findings of the study provide information to lecturers and students to overcome learning difficulties on continuity and differentiability. The reasecher recommends that lecturers should thoroughly prepare for their lectures and students as well should strive to master concepts rather than crame for exams.