Understanding secondary–tertiary transition in mathematics
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
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.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it