Framework for analysing continuity in students’ learning experiences during primary to secondary transition in mathematics
Bibliographic Data
| ID | 21530818 |
|---|---|
| Authors | Ian Cantley (0000-0002-8995-6281, Queen's University Belfast, corresponding author), Niamh O’Meara (0000-0002-6959-2783, EPISTEM, University of Limerick, Limerick, Ireland), Mark Prendergast (0000-0002-1766-7421, University College Cork), Lorraine Harbison (0000-0002-1945-7241, CASTeL, Dublin City University, Dublin, Ireland), Clare O’Hara (Central Statistics Office, Dublin, Ireland) |
| Year | 2021 |
| Volume | 40 |
| Issue | 1 |
| Pages | 37-49 |
| Publication date | 2021-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Irish Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0332-3315 • E-ISSN: 1747-4965 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03323315.2020.1779108 |
| OpenAlex | W3021509599 |
| Language | EN |
| References cited | 29 |
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
Mathematics education · Pedagogy · Physics · Sociology · Chemistry · Cognitive and developmental aspects of mathematical skills · Mathematics · Mathematics Education and Programs · Mathematics Education and Teaching Techniques
School transitions
Latent Motivational Change in an Academic Setting
Assessing the Relationship between Attitude toward Mathematics and Achievement in Mathematics
Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics
Those Who Understand
Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School
Changes in Academic Adjustment and Relational Self-worth Across the Transition to Middle School
Experience and Education
Assessing pupil concerns about transition to secondary school
Content Knowledge for Teaching
| Highly cited | No |
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