Bridging the primary to secondary school mathematics divide: Teachers' perspectives

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dc.contributor.author Prendergast, Mark
dc.contributor.author O'Meara, Niamh
dc.contributor.author O'Hara, Clare
dc.contributor.author Harbison, Lorraine
dc.contributor.author Cantley, Ian
dc.date.accessioned 2020-08-07T10:15:58Z
dc.date.available 2020-08-07T10:15:58Z
dc.date.issued 2019
dc.identifier.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. en
dc.identifier.volume 29 en
dc.identifier.issued 1 en
dc.identifier.startpage 243 en
dc.identifier.endpage 260 en
dc.identifier.issn 1837-6290
dc.identifier.uri http://hdl.handle.net/10468/10364
dc.description.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. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Western Australian Institutes for Educational Research en
dc.relation.uri http://www.iier.org.au/iier29/prendergast.pdf
dc.rights © 2019 the authors. This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License en
dc.rights.uri https://creativecommons.org/licenses/by-nd/4.0/ en
dc.subject Transition en
dc.subject Primary school en
dc.subject Secondary school en
dc.subject Education en
dc.subject Ireland en
dc.subject School transition en
dc.title Bridging the primary to secondary school mathematics divide: Teachers' perspectives en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Mark Prendergast, Education, University College Cork, Cork, Ireland. +353-21-490-3000 Email: mark.prendergast@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2020-07-31T09:58:30Z
dc.description.version Published Version en
dc.internal.rssid 509252243
dc.description.status Peer reviewed en
dc.identifier.journaltitle Issues In Educational Research en
dc.internal.copyrightchecked No
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress mark.prendergast@ucc.ie en


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© 2019 the authors. This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License Except where otherwise noted, this item's license is described as © 2019 the authors. This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License
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