A comparison of teacher and lecturer perspectives on the transition from secondary to tertiary mathematics education

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.

Mind the gap: an initial analysis of the transition of a second level curriculum reform to higher education

“…However, the authors concur with the findings of Hong et al (2009) who suggested that there are important roles for secondary teachers and tertiary lecturers to play in helping students with their transition. While higher education should not be a mere extension of second level education, there is a need for both teachers and lecturers to be aware of what is happening in each other's sectors to ensure a coherent approach to mathematics education in the transitionary stages.…”

“…Undoubtedly there are important roles for secondary teachers and tertiary lecturers in helping students to ease these difficulties. However large scale research carried out in New Zealand has shown that there is a lack of communication between these two sectors and a lack of knowledge and awareness of what is happening in each other's courses (Hong et al, 2009). This study will investigate such findings from an Irish perspective and evaluate third level mathematics lecturers' awareness of and attitudes to the recent changes to the second level mathematics curriculum brought about by Project Maths.…”

“…Tall (2008) suggests that as students' progress from secondary to tertiary mathematics, their thinking must move from a symbolic world to a more formal world. However if tertiary courses are trying to build thinking in the formal world with students who are primarily symbolic thinkers, then difficulties will arise (Hong et al, 2009). Undoubtedly there are important roles for secondary teachers and tertiary lecturers in helping students to ease these difficulties.…”

“…Large scale research in New Zealand has shown that there is a lack of knowledge and awareness by secondary teachers and tertiary lecturers of what is happening in the other sector's courses (Hong et al, 2009). This problem is undoubtedly exacerbated in times of curriculum reform.…”

“…Guzman et al (1998, p.748) identified this transition point as "a major stumbling block in the teaching of mathematics". A number of significant changes occur at this point including variations in teaching and learning styles and the type of mathematics being taught (Hong et al, 2009). There may also be disparities in approaches to thinking about mathematics at secondary and tertiary levels.…”