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.