Bridging the primary to secondary school mathematics divide: Teachers' perspectives
No Thumbnail Available
Files
Date
2019
Authors
Prendergast, Mark
O'Meara, Niamh
O'Hara, Clare
Harbison, Lorraine
Cantley, Ian
Journal Title
Journal ISSN
Volume Title
Publisher
Western Australian Institutes for Educational Research
Published Version
Abstract
The transition from primary to secondary school is regarded as one of the most difficult crossings in students’ educational careers. The move, which typically occurs between the ages of twelve and fourteen, can be particularly pronounced for mathematics. This article describes the results of a questionnaire distributed in the Republic of Ireland in which the views of primary and secondary teachers were ascertained with regard to the transition process. A total of 298 primary and 173 secondary teachers completed the questionnaire. Results showed that teachers at both levels identified similar issues such as a lack of continuity between curricula, a lack of knowledge of each other’s curriculum and a lack of communication between both levels. Many of the teachers’ suggestions on how the transition process could be improved centred on these issues, as well as highlighting a need to provide joint professional development opportunities for teachers.
Description
Keywords
Transition , Primary school , Secondary school , Education , Ireland , School transition
Citation
Prendergast, M., O'Meara, N., O'Hara, C., Harbison, L., and Cantley, I. (2019) 'Bridging the primary to secondary school mathematics divide: Teachers'perspectives', Issues In Educational Research, 29 (1), pp. 243-260.