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The article deals with a current problem of providing the continuity of teaching mathematics during students’ transition from high school to university. Today, there are a lot of scientific researches dealing with the continuity of education, which show the interest of scientists to this topic. Therefore, available researches were analyzed, summarized and systemized. The conclusion from this analyzation is that in most studies, scientists distinguish pedagogical, didactic, methodical, organizational conditions for providing continuity in the educational process. In our research, all these conditions were grouped into 6 blocks: content-related, organizational, methodical, instrumental, evaluative, social-psychological. According to the blocks, a questionnaire was developed. It contained 42 questions. The answer to each question implied that the respondent made a judgment on a scale of 1 to 5 points. Students of 1-3 courses of the Physics and Mathematics Faculty of the pedagogical university participated in the survey. The empirical data obtained were processed using the IBM SPSS Statistics 20, computer statistical package. A factor analysis method was chosen to analyze the data, because it reduces the large number of variables to fewer independent influential values – factors. The article describes in detail the algorithm for working with data. The results of the factor analysis were interpreted. The conducted research allowed us to define four factors that influence the process of providing the continuity of mathematics teaching.

Factors of Providing the Continuity of Teaching Mathematics During Transition from High School to University