Primary and secondary mathematics practice: how different is it?

This paper describes the practices of ninety-nine teachers at the beginning of their involvement in a large-scale project investigating the influence of subject cultures on school and teacher change. Data collected from these teachers, using the IMYMS Components of Effective Teaching and Learning mapping procedure, were analysed to investigate similarities and differences in primary and secondary teachers' perceptions of their practice in mathematics. Results of the analysis show different patterns across a range of components of effective teaching and learning.