The Continuum of Teaching and Learning of Mathematics from Primary to Post-Primary Level: Experiences and Beliefs of Associated Teachers

Abstract

The transition from primary to post-primary is arguably the most challenging period in one’s educational trajectory path. Yet, very little research evaluates the impact of the transition process on ‘subject-specific’ performance. In 2015, TIMSS found that Irish primary students out performed their second level counterparts in mathematical achievement. Recently, higher failure rates at Leaving Certificate level have also been reported. Summative assessment is a protruding difference between both levels as there is generally less testing at primary level. Therefore, these factors catalysed the need for research, where curricula delivery at both schooling levels were examined, to see if any affective aspects on the transition also prevail in County Donegal, Ireland. Teachers’ perceptions and current transitional programmes were also investigated. A mixed method sample was employed, including both lesson observations and a questionnaire, which provided a triangulation of data collection, where commonalities improved the credibility of findings. Despite the small nature of the study, many findings correlated with the assertions of existing transitional research. Teaching methodologies had many similar characteristics, yet assessment emphasis and resource use were stark differences between both levels. Teachers’ knowledge about the transition varied and there appeared to be a lack of consistency in transitional programmes used. Future recommendations, derived from research findings, included the need for more collaboration among teachers from alternate levels. In addition, policy makers and principals need to recognise the link between transitional practices and mathematical performance, as existing procedures may require some adaptation, to help create smoother mathematical transition processes.