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A Comparison of Teacher and Lecturer Perspectives on the Transition from Secondary to Tertiary Mathematics Education
ARTICLE

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IJMEST Volume 40, Number 7, ISSN 0020-739X

Abstract

The transition from school to tertiary study of mathematics comes under increasing scrutiny in research. This article reports on some findings from a project analysing the transition from secondary to tertiary education in mathematics. One key variable in this transition is the teacher or lecturer. This article deals with a small part of the data from the project-analysing secondary teachers' and lecturers' responses to questions on the differences they perceive between school and university and the importance of calculus, a bridging content. The results provide evidence of similarities and differences in the thinking of teachers and lecturers about the transition process. They also show that each group lacks a clear understanding of the issues involved in the transition from the other's perspective, and there is a great need for improved communication between the two sectors. (Contains 2 figures.)

Citation

Hong, Y.Y., Kerr, S., Klymchuk, S., McHardy, J., Murphy, P., Spencer, S., Thomas, M.O.J. & Watson, P. (2009). A Comparison of Teacher and Lecturer Perspectives on the Transition from Secondary to Tertiary Mathematics Education. International Journal of Mathematical Education in Science and Technology, 40(7), 877-889. Retrieved November 18, 2019 from .

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