Pre-Service Teachers’ Understanding of Continuity

In this paper, we report the analysis of thought processes used by Pre-Service Teachers’ (PSTs’) through clinical interviews as they solved an algebra task involving a linear pattern. The PST’s were asked about mathematical model had constructed to describe pattern problem. Our suggests that conflict factors arise due incompatibility in participants’ personal concept definition and formal continuity. We identified how definitions participants differed difference affected their decision on whether graph was continuous or not.