Transition from school into university mathematics: experiences across educational context

We believe that this Special Issue contributes to our understanding of the transition from school to university mathematics by reporting findings in under-researched areas such as the role and impact of affect on this transition and by including the experiences of students in often under-represented areas. However, as indicated by the three further directions mentioned above, we see this Special Issue as the beginning of a conversation between researchers: a starting point to develop our understanding of the secondary to tertiary transition rather than an end point of a completed research programme.