The school system in both the Republic of Ireland [ROI] and Northern
Ireland [NI] is configured to accommodate children into discrete educational bands at different stages on their learning journey. Research
has consistently shown that the transition from primary to postprimary,
which typically occurs between the ages of 11 and 13, is
the most challenging transition with the negative effects more pronounced
for mathematics than any other subject. This cross-border
study investigates this transition in mathematics education from the
final year of primary school to first year of post-primary school from
the perspective of teachers involved with these year groups. It examines
teachers’ knowledge of the mathematics curriculum and teaching
strategies employed in the other phase. The majority of primary
teachers reported being unfamiliar with the curriculum and teaching
approaches employed in the first year of post-primary and the differences
between the two jurisdictions were not significant. However,
a difference was noted in the responses of second level teachers.
Teachers in NI appeared more confident in their knowledge of the
curriculum and teaching approaches adopted in the final year of primary
school than their ROI colleagues. In this paper, the authors will
elaborate on these findings; outline possible reasons for the differences
across jurisdictions and share what impact teacher knowledge
is having on classroom practices.