Investigating transitions in mathematics from multiple perspectives

Abstract

This paper reports on school transition for 15 mathematically gifted Year 6 and Year 8 students. The data are extracted from a longitudinal qualitative study that examined student and parent perspectives, and programme provision for mathematically gifted and talented students before and after a change of schools. The students moved from primary school to intermediate school (Years 7 and 8) or to a Years 7–13 secondary school. Another group of students moved from intermediate school to secondary school. The students’, their parents’, and their teachers’ perceptions of the transitions are described. The students report an expectation for a greater level of mathematical challenge in their new school and to continue to work with like-minded peers. Some schools practise ‘fresh start’ indicating mistrust between sectors. Successful transitions occur when there is a strong interrelationship with students, parents, and teachers.