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Mathematics Education Research Journal

, Volume 24, Issue 1, pp 1–17 | Cite as

Investigating transitions in mathematics from multiple perspectives

  • Brenda Bicknell
  • Tracy Riley
Original Article
First Online:

Abstract

This paper reports on school transition for 15 mathematically gifted Year 6 and Year 8 students. The data are extracted from a longitudinal qualitative study that examined student and parent perspectives, and programme provision for mathematically gifted and talented students before and after a change of schools. The students moved from primary school to intermediate school (Years 7 and 8) or to a Years 7–13 secondary school. Another group of students moved from intermediate school to secondary school. The students’, their parents’, and their teachers’ perceptions of the transitions are described. The students report an expectation for a greater level of mathematical challenge in their new school and to continue to work with like-minded peers. Some schools practise ‘fresh start’ indicating mistrust between sectors. Successful transitions occur when there is a strong inter-relationship with students, parents, and teachers.

Keywords

Transition Mathematics Gifted and talented Primary Secondary 
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Notes

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Copyright information

© Mathematics Education Research Group of Australasia, Inc. 2012

Authors and Affiliations

  1. 1.Faculty of EducationThe University of WaikatoHamiltonNew Zealand
  2. 2.College of EducationMassey UniversityPalmerston NorthNew Zealand

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