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Bridging the primary to secondary school mathematics divide: teachers’ perspectives

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Show simple item record Prendergast, Mark O’Meara, Niamh O’Hara, Clare Harbison, Lorraine Cantley, Ian 2019-01-28T09:21:53Z 2019-01-28T09:21:53Z 2019
dc.description peer-reviewed en_US
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_US
dc.language.iso eng en_US
dc.publisher Western Australian Institutes for Educational Research en_US
dc.relation.ispartofseries Issues in Educational Research;29 (1), pp. 243-60
dc.subject primary to secondary school en_US
dc.subject mathematics en_US
dc.subject divide en_US
dc.subject teachers en_US
dc.subject perceptions en_US
dc.title Bridging the primary to secondary school mathematics divide: teachers’ perspectives en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US

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