Students' experiences of mathematics during the transition from primary to secondary school

As part of a longitudinal case study on engagement in middle years mathematics, 20 students attending their first year of secondary school in Western Sydney were asked to provide views on their experiences of the transition to secondary school in relation to mathematics teaching and learning. Differences in teacher-student relationships caused the most concern due to the decrease in teacher-student interactions and a reliance on computer-generated mathematics lessons. Findings indicate that a strong pedagogical relationship forms the foundation for sustained engagement in mathematics during the middle years