A Case Study of Conflicting Realizations of Continuity

In this paper I present a case study to illustrate conflicts between different 'realizations' of the concept of 'continuous function' held by a university first year student. Sfard's commognitve framework is used in the analysis of a student's work on continuity. I point out how these conflicting realizations have arisen from the inconsistent definitions presented in text books and other mathematical resources. The study also points to the need of extending the notion of "commognitive conflict" in the framework. [For the complete proceedings, see ED597799.]