Conceptual evolution of the sequences and its transition from high school to university in Morocco

Abstract

In this article, we present the question of our didactic research on the relative conceptual evolution and transition from high school to university in Morocco. We focused on the difficulties encountered by students in the first year of the Physics Sciences using a questionnaire which aims at evaluating the evolution of the concept of "Sequences” from high school to university, this one covers the basic concepts already taught during the last year of high school and second semester of university. The analysis of the student’s productions revealed several didactic obstacles originating from previous misconceptions taught at high school. The study results show a broad gap between the knowledge to teach and the knowledge taught at university. As a result, considerable efforts must be devoted to minimize this gap and resolve the problems identified in our study.