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Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition

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Abstract

This study explores the diversity of university mathematics teachers’ perspectives and experiences in relation to the secondary-tertiary transition (STT). Data for this study consist of responses of 310 university mathematics teachers from 30 countries to a survey. The survey design and data analysis are informed by an adaptation of a theory of improvement for education and by four idealized approaches for improving STT as identified in the literature: jump-oriented, enculturation-oriented, diversity-oriented, and cross-community-oriented. We characterize the diversity of perspectives and experiences in the data and examine ideas for future projects in light of these four approaches. We conclude that while jump-oriented approaches for improving STT are still the most prevalent, in part due to a persistent perspective of STT as a “deficit,” university mathematics teachers’ discourse on STT is becoming more diverse and nuanced. We find it particularly promising that participants’ suggestions for future action are aligned with the four approaches, and most notably, with the cross-community approach expressing the emergent need for greater communication between the secondary and tertiary mathematics education communities.

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Data availability

The data that support the findings of this study is not publicly available due to privacy restrictions. Data are available from the corresponding author upon reasonable request and with the permission of the EMS Education Committee.

Notes

  1. A copy of the questionnaire is available as supplementary material.

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Acknowledgements

This research is based on the data collected in a survey initiated by the EMS Education Committee in 2019. The authors are grateful to the Committee for granting access to these data. In addition, our thanks go to Hadas Levi Gamlieli for her assistance with the initial analysis of the survey results.

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  1. Weizmann Institute of Science, Rehovot, Israel

    Alon Pinto & Boris Koichu

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Pinto, A., Koichu, B. Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition. Educ Stud Math 113, 147–164 (2023). https://doi.org/10.1007/s10649-022-10196-8

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