Suggestion for a theoretical model for secondary-tertiary transition in mathematics

Abstract

One of most notable features of existing body of research in transition seems to be the absence of a theoretical model. The suggestion we present in this paper-to view and understand the high school to university transition in mathematics as a modern-day rite of passage-is an attempt at defining such framework. Although dominantly reflecting North-American reality, we believe that the model could be found useful in other countries as well. Let us emphasize that our model is not new in the sense that it recognizes the transition as such. In this paper, we try to determine whether (and, if so, how) the notion of a rite of passage-which is a wellunderstood concept in anthropology, as well as in some other disciplines (e.g. culture shock in cultural studies)-can help us understand mathematics transition issues better. Can it help us systematize existing body of research, and enhance our understanding of transition in mathematics; does it point at something new? We believe so, and by elaborating some traditional aspects of rites of passage, we hope to provide a useful lens through which we can examine the process of transition in mathematics, and make suggestions for improved management of some transitional issues.

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

“…The amount of research in mathematics education at the tertiary level is still modest (Selden & Selden, 2001), and very few studies have focused on the secondary tertiary transition (Clark & Lovric, 2008). However, it is not without its limitations.…”

“…Research has found that such transitional issues between secondary and tertiary mathematics education are common place and involve a whole spectrum of problems and difficult situations (Kajander & Lovric, 2005;Clark & Lovric, 2008). Guzman et al (1998, p.748) identified this transition point as "a major stumbling block in the teaching of mathematics".…”

“This is what you need to be learning”: an analysis of messages received by first-year mathematics students during their transition to university

“…Additionally, De Guzmán et al (1998) refer to the competitiveness that is created occasionally among students in the lecture theatres and which can create a feeling of discomfort. Furthermore, when students enter university, they are unaware of numerous aspects of university life and the ways in which academic requirements will change from those they were used to at school (Clark and Lovric 2008). Thomas and Klymchuk (2012) argue that one of the biggest problems that students encounter with the move to university is the freedom that they acquire.…”

Learning Strategies in Engineering Mathematics

“…The dramatic character is depicted in the word "abstraction shock", used by some authors since there is a notable difference between mathematics taught at school and at university. Clark and Lovric (2008) understand secondary-tertiary transition in mathematics as a rite of passage (a well-studied anthropological concept), an initi-ation into a new world. As such, they describe the three stages of transition from high school to university as follows:…”