The rebuilding of the school on the principles of humanization and democratization in accordance with
the law of RK "On education", the emergence of new educational standards, an ongoing process of updating
the content of General secondary education and the transition to a digital economy are placing new demands
on the quality of teacher training in mathematics. At the same time, an important problem remains the
preservation of continuity in teaching mathematical disciplines at school and pedagogical University.
The course of mathematical analysis plays an important role in shaping the professional training of a
mathematics teacher, including the justification of the theoretical and practical provisions of the fundamental
questions of the school course of algebra and the principles of mathematical analysis.
This article discusses some ways to solve the problem of implementing the continuity of teaching the
course of mathematical analysis in schools and pedagogical universities.