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dc.contributor.authorHong, Y
dc.contributor.authorKerr, S
dc.contributor.authorKlymchuk, S
dc.contributor.authorMcHardy, J
dc.contributor.authorMurphy, P
dc.contributor.authorSpencer, S
dc.contributor.authorThomas, M
dc.contributor.authorWatson, P
dc.date.accessioned2014-05-22T06:42:58Z
dc.date.available2014-05-22T06:42:58Z
dc.date.copyright2009
dc.identifier.citationInternational Journal of Mathematical Education in Science and Technology, 40(7), 877-889, DOI: 10.1080/00207390903223754
dc.identifier.urihttp://hdl.handle.net/10292/7218
dc.description.abstractThe transition from school to tertiary study of mathematics comes under increasing scrutiny in research. This article reports on some findings from a project analysing the transition from secondary to tertiary education in mathematics. One key variable in this transition is the teacher or lecturer. This article deals with a small part of the data from the project – analysing secondary teachers’ and lecturers’ responses to questions on the differences they perceive between school and university and the importance of calculus, a bridging content. The results provide evidence of similarities and differences in the thinking of teachers and lecturers about the transition process. They 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 great need for improved communication between the two sectors.
dc.publisherTaylor & Francis
dc.relation.urihttp://dx.doi.org/10.1080/00207390903223754
dc.rightsCopyright © 2009 Taylor & Francis. This is a preprint of an article whose final and definitive form has been published in the International Journal of Mathematical Education in Science and Technology and is available online at: www.tandfonline.com with the open URL of your article (see Publisher’s Version).
dc.subjectTransition
dc.subjectTeacher
dc.subjectLecturer
dc.subjectSecondary
dc.subjectTertiary
dc.subjectUniversity
dc.subjectMathematics education
dc.titleA comparison of teacher and lecturer perspectives on the transition from secondary to tertiary mathematics education
dc.typeJournal Article
dc.rights.accessrightsOpenAccess
dc.identifier.doi10.1080/00207390903223754
dc.identifier.roid13646en_NZ
aut.relation.endpage889
aut.relation.issue7
aut.relation.startpage877
aut.relation.volume40
pubs.elements-id13294


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