Abstract
Findings are reported of an intensive study of ten students over three school years spanning the transition from primary to secondary school. The changes in mathematical behaviour associated with commencing secondary mathematics are discussed. It is argued that a comprehensive descriptive framework is required incorporating consideration of the social context in which mathematics is taught and learned. Conclusions relate to the idiosyncratic nature of student response to secondary mathematics, and to the need for a broader conception of teaching goals. The findings are illustrated by excerpts from the case studies of two students: Cathy and Darren.
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Clarke, D. The impact of secondary schooling and secondary mathematics on student mathematical behaviour. Educ Stud Math 16, 231–257 (1985). https://doi.org/10.1007/BF00776732
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DOI: https://doi.org/10.1007/BF00776732