Intention, approach and outcome: University mathematics students' conceptions of learning mathematics

Reid, A; Wood, LN; Smith, GH; Petocz, P

Intention, approach and outcome: University mathematics students' conceptions of learning mathematics

Reid, A Wood, LN Smith, GH Petocz, P

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Publisher:: Springer-Verlag
Publication Type:: Journal Article
Citation:: International Journal of Science and Mathematics Education, 2005, 3 pp. 567 - 586
Issue Date:: 2005-01

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Field	Value	Language
dc.contributor.author	Reid, A	en_US
dc.contributor.author	Wood, LN	en_US
dc.contributor.author	Smith, GH	en_US
dc.contributor.author	Petocz, P	en_US
dc.date.issued	2005-01	en_US
dc.identifier.citation	International Journal of Science and Mathematics Education, 2005, 3 pp. 567 - 586	en_US
dc.identifier.issn	1571-0068	en_US
dc.identifier.uri	http://hdl.handle.net/10453/4975
dc.description.abstract	In this paper, we describe and investigate threee aspects of learning mathematics: intention, approach and outcome. These aspects have emerged from interviews with students where their experience of learning mathematics, their understanding of mathematics as a discipline field, and their perception of work as a methamtician were the objects of study. We focus here on the complex nature of the students' intentions for learning, approaches to learning and outcomes of learning. We present a theroretical model based on our research findings, aimed to build on and expand earlier descriptions of students' learning approaches such as the surface and deep approach of Marton and Saljo (1976) and the 3P model of Biggs (1999).	en_US
dc.publisher	Springer-Verlag	en_US
dc.relation.ispartof	International Journal of Science and Mathematics Education	en_US
dc.subject.classification	Education	en_US
dc.title	Intention, approach and outcome: University mathematics students' conceptions of learning mathematics	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.for	130208 Mathematics and Numeracy Curriculum and Pedagogy	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.volume	3	en_US

Abstract:

In this paper, we describe and investigate threee aspects of learning mathematics: intention, approach and outcome. These aspects have emerged from interviews with students where their experience of learning mathematics, their understanding of mathematics as a discipline field, and their perception of work as a methamtician were the objects of study. We focus here on the complex nature of the students' intentions for learning, approaches to learning and outcomes of learning. We present a theroretical model based on our research findings, aimed to build on and expand earlier descriptions of students' learning approaches such as the surface and deep approach of Marton and Saljo (1976) and the 3P model of Biggs (1999).

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http://hdl.handle.net/10453/4975