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Mathematics and science across the transition from primary to secondary school: a systematic literature review

Kaur, Tandeep orcid logoORCID: 0000-0002-4208-7787, McLoughlin, Eilish orcid logoORCID: 0000-0001-7991-7134 and Grimes, Paul orcid logoORCID: 0000-0001-6705-9566 (2022) Mathematics and science across the transition from primary to secondary school: a systematic literature review. International Journal of STEM Education, 9 . ISSN 2196-7822

Abstract
This study presents the findings from a systematic review of literature (1990–2020) of mathematics and science transition from primary to secondary education. The purpose of this review was to explore factors that influence students’ experiences of mathematics and science transition from primary to secondary school, implications of these experiences and measures that have been used to support students during these transitions. In total, 73 publications related to mathematics transition and 47 publications related to science transition were analysed. Synthesis of findings identified three factors, namely student self-regulation, school and academic related, and social factors that contribute to shaping students’ positive or negative experiences of mathematics and science transitions. The review findings suggest that no single factor can be attributed to influence students’ experiences of mathematics and science transition and an interplay between various factors contributes to these experiences. The implications of difficult transition experiences were identified as shifts in students’ academic achievement, attitudes towards mathematics and science and constructs related to identity development. Recommendations for future research are proposed to address gaps identified in current literature.
Metadata
Item Type:Article (Published)
Refereed:Yes
Additional Information:Article number: 13
Uncontrolled Keywords:Transition, Primary–secondary school; Mathematics transition; Science transition; Systematic review
Subjects:Social Sciences > Education
DCU Faculties and Centres:DCU Faculties and Schools > Faculty of Science and Health > School of Physical Sciences
Research Initiatives and Centres > Center for the Advancement of Science Teaching and Learning (CASTeL)
Publisher:Springer
Official URL:https://dx.doi.org/10.1186/s40594-022-00328-0
Copyright Information:© The Authors 2022.
Funders:Erasmus+ KA201 programme of the European Union under Grant agreement number 2020-1-IE01-KA201-066069.
ID Code:27459
Deposited On:29 Jul 2022 14:49 by Thomas Murtagh . Last Modified 23 Mar 2023 16:37
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