A Comparison of Teacher and Lecturer Perspectives on the Transition from Secondary to Tertiary Mathematics Education

Autor/inn/en	Hong, Ye Yoon; Kerr, Suzanne; Klymchuk, Sergiy; McHardy, Johanna; Murphy, Priscilla; Spencer, Sue; Thomas, Michael O. J.; Watson, Peter
Titel	A Comparison of Teacher and Lecturer Perspectives on the Transition from Secondary to Tertiary Mathematics Education
Quelle	In: International Journal of Mathematical Education in Science and Technology, 40 (2009) 7, S.877-889 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
Schlagwörter	Mathematics Instruction; Transitional Programs; Calculus; College Preparation; Secondary School Mathematics; College Mathematics; Teacher Role; Secondary School Teachers; College School Cooperation; Teaching Styles; Educational Resources; Course Content; Educational Technology; Computer Uses in Education; Teaching Methods; Preservice Teacher Education; Faculty Development; Student Attitudes; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Lehrerrolle; Lehrstil; Unterrichtsstil; Bildungsmittel; Kursprogramm; Unterrichtsmedien; Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Ausland; Neuseeland
Abstract	The 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. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10