ERIC Number: EJ876160
Record Type: Journal
Publication Date: 2010-Feb
Reference Count: 6
Transitions from Elementary to Middle School Math
Schielack, Janie; Seeley, Cathy L.
Teaching Children Mathematics, v16 n6 p358-362 Feb 2010
In the move from elementary to middle school mathematics, students encounter major changes in instructional materials and approaches, work expectations, school structure, and general level of difficulty in material. Research shows that, in general, students suffer significant declines in academic achievement in the transition from elementary school to middle or junior high school. In particular, students' attitudes toward--and achievement in--mathematics appear to be negatively affected in this transition. A crucial component of addressing the transition from elementary to middle school math is the vertical alignment of the mathematics curriculum. Aligning major ideas across grades 3-8 efficiently addresses the curricular aspects of students transitioning from elementary to middle school mathematics. Students will find it easier to transition between elementary and middle school math if they have supportive teachers, counselors, and parents who communicate across grade levels to align curricula and bridge differences between instructional materials and environments.
Descriptors: Mathematics Curriculum, Middle Schools, Student Attitudes, Instructional Materials, Expectation, Academic Achievement, Mathematics Instruction, Middle School Students, Middle School Teachers, Secondary School Mathematics, Mathematics Achievement, Science Achievement, Mathematics Education, Science Education, Comparative Education, Elementary Education
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: firstname.lastname@example.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Middle Schools
Authoring Institution: N/A