Curriculum continuity in mathematics: a case study of the transition from primary to secondary school

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Description/Abstract

Despite the introduction of the National Curriculum, problems appear to remain with the continuity of experience pupils have when they transfer schools. Evidence from studies suggests that such problems may be related to differences in pedagogic approaches and curriculum emphasis between primary and secondary schools. This paper reports on a case study designed to compare the approaches used in the teaching and learning of mathematics in a secondary school and its feeder primaries. The study indicates that similarities and differences in approaches may be driven by different external influences.