Abstract

This study presents the findings from a systematic review of literature (1990–2020) of mathematics and science transition from primary to secondary education. The purpose of this review was to explore factors that influence students’ experiences of mathematics and science transition from primary to secondary school, implications of these experiences and measures that have been used to support students during these transitions. In total, 73 publications related to mathematics transition and 47 publications related to science transition were analysed. Synthesis of findings identified three factors, namely student self-regulation, school and academic related, and social factors that contribute to shaping students’ positive or negative experiences of mathematics and science transitions. The review findings suggest that no single factor can be attributed to influence students’ experiences of mathematics and science transition and an interplay between various factors contributes to these experiences. The implications of difficult transition experiences were identified as shifts in students’ academic achievement, attitudes towards mathematics and science and constructs related to identity development. Recommendations for future research are proposed to address gaps identified in current literature.