Understanding secondary–tertiary transition in mathematics

In Clark and Lovric (Suggestion for a theoretical model for secondary–tertiary transition in mathematics, Math. Educ. Res. J. 20(2) (2008), pp. 25–37) we began developing a model for the secondary–tertiary transition in mathematics, based on the anthropological notion of a rite of passage. We articulated several reasons why we believe that the educational transition from school to university mathematics should be viewed (and is) a rite of passage, and then examined certain aspects of the process of transition. Present article is a continuation of our study, resulting in an enhanced version of the model. In order to properly address all aspects of transition (such as a number of cognitive and pedagogical issues) we enrich our model with the notions of cognitive conflict (conceptual change) and culture shock (although defined and used in contexts that differ from the transition context, nevertheless, we found these notions highly relevant). After providing further justification for the application of our model to transition in mathematics, we discuss its many implications in detail. By critically examining current practices, we enhance our understanding of the many issues involved in the transition. The core section ‘Messages and implications of the model’ is divided into subsections that were determined by the model (role of community, discontinuity of the transition process, shock of the new, role of time in transition, universality of transition, expectations and responsibilities, transition as a real event). Before making final conclusions, we examine certain aspects of remedial efforts.