Framework for analysing continuity in students’ learning experiences during primary to secondary transition in mathematics

Abstract

The transition from primary to secondary education tends to have deleterious effects on student achievement and motivation in mathematics, and these effects have been significantly linked to lack of curricular and pedagogical continuity at transition. Curricular and pedagogical practices in each phase of schooling are influenced by a number of factors including, for example, teachers’ mathematical knowledge for teaching, and a range of other school and societal level characteristics. We propose a novel theoretical framework for studying continuity of learning experiences during primary/secondary transition in mathematics which takes cognisance of these factors. The framework is based on aspects of the so-called anthropological theory of didactics, which acknowledge that mathematics learning and teaching are human activities that cannot be divorced from the broader organisational, societal and cultural contexts within which they occur; teacher attributes; and Dewey’s principle of continuity of experience. Potential applications of the framework to other forms of educational transition are also signposted.

Keywords:

• transition
• primary
• secondary
• mathematics
• theoretical framework

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by grants from the Irish Research Council and the Standing Conference on Teacher Education, North and South (SCoTENS).

Notes on contributors

Ian Cantley

Ian Cantley is a lecturer in Education (Mathematics) in Queen’s University Belfast, Northern Ireland. His current research interests are in mathematics education and the mathematical and philosophical foundations of educational measurement models.

Niamh O’Meara

Niamh O’Meara is a lecturer in Mathematics Education in EPISTEM, the National Centre for STEM Education, University of Limerick, Ireland. Her current research interest lies in the area of mathematics teacher education, teacher knowledge and issues central to the successful implementation of mathematics curricula worldwide.

Mark Prendergast

Mark Prendergast is a senior lecturer in the School of Education, University College Cork, Ireland. His current research interest lies in the area of mathematics teacher education, curricula reform and promoting student interest in mathematics, particularly in the area of algebra.

Lorraine Harbison

Lorraine Harbison is an associate professor in Mathematics Education in the Dublin City University, Ireland. Her current research interest lies in the area of mathematics teacher education at primary level, in particular supporting teacher efficacy and in making the curriculum accessible to all learners.

Clare O’Hara

Clare O’Hara is a statistician in the Central Statistics Office, Ireland and a Lecturer in the School of Mathematical Sciences at the Dublin Institute of Technology, Ireland.