2025 ASEE Annual Conference & Exposition

In this conceptual essay, a citation analysis of the Theoretical Model for the Secondary-Tertiary Transition in Mathematics [1, 2] is completed. Examination of the model’s utilization in education research provides information about researchers’ interpretations of the model and the context of its use. Salient findings from the citation analysis may focus future research concerning the transition from secondary mathematics to college mathematics. The theoretical model is relevant to mathematics education and engineering education. Due to the hierarchal nature of mathematics, development of mathematics proficiency requires time and begins prior to college entrance. For mathematics heavy Science, Technology, Engineering, and Mathematics (STEM) majors, such as engineering, college calculus courses could prove arduous for some students. Unfortunately, due to the difficulty students may have completing college calculus, it is commonly characterized as a gatekeeper to a STEM degree.

The methodology for the citation analysis is similar to the one utilized by Leathan and Winiecke [4]. An initial citation report from Google Scholar was completed for both the 2008 [1] and 2009 [2] articles by Clark and Lovric. All records were reviewed to determine legitimacy of the citations. Next, a citation report from both Scopus and Web of Science for each Clark and Lovric article was retrieved. Finally, full text databases were searched to seek any records not found in the three sets of citation reports. Empirical research included for analysis are from peer-reviewed publications and available in the English language. The nature of the peer-reviewed publications was analyzed for their purpose, context, and relation to engineering education. The citation instances were analyzed for their primary purpose in empirical research and the researchers’ interpretation of the model. Findings from the citation analysis provide information about the usage of the model. The publishing journals and proceedings of the identified articles are not primarily engineering focused; however, the context or participants in many of the identified articles are engineering related. The majority of the citations are in the introduction section of the articles, where the author establishes the research problem [21]. Aligning with the location in the articles, the most coded theme is a characterization or definition of the Rite of Passage in relation to the Secondary Tertiary Transition in Mathematics. Differences in mathematics pedagogy and course content in secondary and tertiary education are the next most cited themes.