Suggestion for a Theoretical Model for Secondary-Tertiary Transition in Mathematics

Y

13

Ceremonies; Anthropology; Adolescents; Cultural Context; Models; Mathematics Instruction; Mathematical Concepts; College Mathematics; Mathematics Education; Secondary School Mathematics; Cognitive Development; Cognitive Processes; Mathematics

1033-2170

One of most notable features of existing body of research in transition seems to be the absence of a theoretical model. The suggestion we present in this paper--to view and understand the high school to university transition in mathematics as a modern-day rite of passage--is an attempt at defining such framework. Although dominantly reflecting North-American reality, we believe that the model could be found useful in other countries as well. Let us emphasize that our model is not new in the sense that it recognizes the transition as such. In this paper, we try to determine whether (and, if so, how) the notion of a rite of passage--which is a well-understood concept in anthropology, as well as in some other disciplines (e. g. culture shock in cultural studies)--can help us understand mathematics transition issues better. Can it help us systematize existing body of research, and enhance our understanding of transition in mathematics; does it point at something new? We believe so, and by elaborating some traditional aspects of rites of passage, we hope to provide a useful lens through which we can examine the process of transition in mathematics, and make suggestions for improved management of some transitional issues. (Contains 9 footnotes.)

As Provided

31

2008

EJ820232