Investigating transitions in mathematics from multiple perspectives

Bicknell, Brenda; Riley, Tracy

doi:10.1007/s13394-011-0027-y

Cited by 4 publications

(6 citation statements)

References 22 publications

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“…Research in Ireland has highlighted that teachers feel there is a lack of fluidity in the transition process from primary to secondary education (Prendergast et al 2016). As the New Zealand study found, orientation support such as school visits, information and teachers focussing on the skills needed for the transition are vital for academic success in mathematics (Bicknell and Hunter 2012;Bicknell and Riley 2012). However, while Neild et al (2008) show using US data that ninth grade outcomes are major predictors of dropout they also argue that the transition to high school is a time where a student's educational trajectory can be reshaped.…”

Section: Transition and Mathematics-the Literaturementioning

confidence: 99%

“…Repetition of learning has also been reported as a factor impeding transitional success in New Zealand (Bicknell et al 2009). For the mathematical transition of exceptionally able students, this approach is especially detrimental as it negates their identification with primary school and the learning that occurred at primary level (Bicknell and Riley 2012). Indeed, the distrust inherent in the 'fresh start' approach impedes smooth transition and halts academic progress for students of all ability.…”

Section: 'Fresh Start' Approachmentioning

confidence: 99%

“…Different methods of teaching the same topics between primary and secondary school is also likely to lead to confusion (Galton et al 1999). Mathematics learning must be progressive and repetition of learning and assessment in first year secondary school does not promote a positive attitude to the subject (Bicknell and Riley 2012). Research in the UK has shown that students entering secondary education need to be challenged to build on progress made in sixth class and curriculum interest and continuity are key factors in successful transition (Evangelou et al 2008).…”

Section: 'Fresh Start' Approachmentioning

confidence: 99%

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A study of academic achievement in mathematics after the transition from primary to secondary education

2021

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A successful transition from primary to secondary school is central to student confidence and the sustainment of student interest and passion for learning. The literature indicates that difficult transitions can result in decreased levels of motivation, negative attitudes towards school, decreased levels of confidence and disengagement particularly in relation to mathematics. This study investigated student performance in mathematics after the transition from primary to secondary education in Ireland. It comes in the aftermath of major educational reform in mathematics in Ireland at both primary and secondary level and is the first Irish study to examine the effect of the transition on mathematical achievement. Academic achievement in mathematics was measured using a standardised test at the end of the final year of primary school and the end of first year of secondary education. Progress in mathematics was measured over the transition by comparing these two test results for 249 students. On average, students’ raw scores decreased by 7% from sixth class (final year of primary school) to the end of first year of secondary education despite an additional year of instruction and extensive overlap of both syllabi. The results showed statistically significant losses in each strand area and in each process skill. This academic transition is not unique to Ireland and the findings from this research study will be of interest to the mathematics education community internationally since it extends the evidence base for studies in school transition.

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Section: Transition and Mathematics-the Literaturementioning

confidence: 99%

Section: 'Fresh Start' Approachmentioning

confidence: 99%

Section: 'Fresh Start' Approachmentioning

confidence: 99%

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A study of academic achievement in mathematics after the transition from primary to secondary education

2021

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“…When they embark upon secondary mathematics courses, there can be a very wide spectrum of mathematical attainment amongst students, who often come from multiple feeder primary schools (Witt 2011). The issue of curriculum discontinuity, and its potential ramifications, during the transition from primary to secondary mathematics are well documented (Attard 2010(Attard , 2013Bicknell and Riley 2012;Gueudet et al 2016;Paul 2014;Sdrolias and Triandafillidis 2008). Bicknell and Riley (2012) reinforced the fact that there is greater likelihood of curriculum discontinuity occurring when schools adopt a 'fresh start' approach to teaching first year secondary mathematics, whereby minimal assumptions are made about students' existing knowledge/skills at transition.…”

Section: Mathematics-specific Issuesmentioning

confidence: 99%

“…The issue of curriculum discontinuity, and its potential ramifications, during the transition from primary to secondary mathematics are well documented (Attard 2010(Attard , 2013Bicknell and Riley 2012;Gueudet et al 2016;Paul 2014;Sdrolias and Triandafillidis 2008). Bicknell and Riley (2012) reinforced the fact that there is greater likelihood of curriculum discontinuity occurring when schools adopt a 'fresh start' approach to teaching first year secondary mathematics, whereby minimal assumptions are made about students' existing knowledge/skills at transition. Bicknell and Riley (2012) reported that such an approach can be symptomatic of secondary teachers' distrust of assessment information passed to them by feeder primary schools, a viewpoint that has been echoed by others, e.g.…”

Section: Mathematics-specific Issuesmentioning

confidence: 99%

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

Cantley

O’Meara

Prendergast

et al. 2020

Irish Educational Studies

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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.

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