Hong, YKerr, SKlymchuk, SMcHardy, JMurphy, PSpencer, SThomas, MWatson, P2014-05-222014-05-2220092009International Journal of Mathematical Education in Science and Technology, 40(7), 877-889, DOI: 10.1080/00207390903223754https://hdl.handle.net/10292/7218The 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.Copyright © 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).TransitionTeacherLecturerSecondaryTertiaryUniversityMathematics educationJournal ArticleOpenAccess10.1080/0020739090322375413646