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dc.contributor.authorThomas, MOJ
dc.contributor.authorKlymchuk, S
dc.date.accessioned2014-05-22T06:40:50Z
dc.date.available2014-05-22T06:40:50Z
dc.date.copyright2012
dc.identifier.citationMathematics Education Research Journal, vol.24(3), pp.283 - 300
dc.identifier.issn1033-2170
dc.identifier.urihttp://hdl.handle.net/10292/7216
dc.description.abstractIssues arising in the transition from secondary school to tertiary mathematics study are increasingly coming under scrutiny. In this paper, we analyse two practical aspects of the school–tertiary interface: teaching style; and assessment. We present some of the findings arising from a 2-year national project in New Zealand titled “Analysing the Transition from Secondary to Tertiary Education in Mathematics” supported by the New Zealand Ministry of Education. The results provide evidence of similarities and differences between teachers and lecturers in their preferred teaching approaches and assessment strategies that contribute to a transitional gap between the school and tertiary sectors. The results also show that each group lacks a clear understanding of the issues involved in the transition from the other’s perspective, and there is a need for improved communication between the two sectors.
dc.publisherMathematics Education Research Group of Australasia, Inc.
dc.relation.urihttp://www.springerlink.com/content/164281w546511148/fulltext.html
dc.rightsThe work is the copyright of the Mathematics Education Research Group of Australasia Incorporated. The published version is on MERJ web page (http://www.merga.net.au/node/41?volume=[24]&number=[3])
dc.subjectTransition
dc.subjectTeaching
dc.subjectAssessment
dc.subjectSecondary
dc.subjectTertiary
dc.titleThe school-tertiary interface in mathematics: teaching style and assessment practice
dc.typeJournal Article
dc.rights.accessrightsOpenAccess
dc.identifier.doi10.1007/s13394-012-0051-6
aut.relation.endpage300
aut.relation.issue3
aut.relation.startpage283
aut.relation.volume24
pubs.elements-id129134


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