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

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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.

Keywords: lecturer; mathematics education; secondary; teacher; tertiary; transition; university

Document Type: Research Article


Affiliations: 1: Suan Sunandha Rajabhat University, Thailand 2: Auckland Girls Grammar School, Auckland, NZ 3: AUT University, Auckland, NZ 4: Mount Albert Grammar School, Auckland, NZ 5: Manukau Institute of Technology, Auckland, NZ 6: Epsom Girls Grammar School, Auckland, NZ 7: The University of Auckland, Auckland, NZ

Publication date: January 1, 2009

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