This article explores the metaphor of learning landscapes, a tool developed in order to map children's experiences of, and attitudes to, learning (mathematics) before and after the transfer from primary to secondary school. Firstly, the continuing problems surrounding school transfer and why a re-examination of this is required are considered. Secondly, as background to the metaphor, the sociocultural influences which impinge on educational processes are discussed. Following that, the core of the article develops the metaphor, seeking to demonstrate its pertinence to the study of children's schooling, the learning of mathematics and school transfer. The article also questions the potential of some of the current educational reforms to deliver sustained improvement.
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