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

Curriculum continuity in mathematics: a case study of the transition from primary to secondary school
Curriculum continuity in mathematics: a case study of the transition from primary to secondary school
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.
pegagogy, curriculum, continuity, transition, numeracy, primary, secondary, school, schools, continuities, teaching, mathematics, maths, math, transfer
University of Southampton Centre for Research in Mathematics Education
Coad, Justin
2dee2144-72f1-4370-92c4-7027c6cf1907
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Coad, Justin
2dee2144-72f1-4370-92c4-7027c6cf1907
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f

Coad, Justin and Jones, Keith (1999) Curriculum continuity in mathematics: a case study of the transition from primary to secondary school (University of Southampton Centre for Research in Mathematics Education Working Papers) Southampton, GB. University of Southampton Centre for Research in Mathematics Education 7pp.

Record type: Monograph (Working Paper)

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.

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More information

Published date: 1999
Keywords: pegagogy, curriculum, continuity, transition, numeracy, primary, secondary, school, schools, continuities, teaching, mathematics, maths, math, transfer
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 38016
URI: http://eprints.soton.ac.uk/id/eprint/38016
PURE UUID: 9a15a5d2-0575-47d0-93f9-ac0766182e00
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 02 Jun 2006
Last modified: 07 Oct 2020 01:41

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