id: 06454575
dt: j
an: 2015d.00114
au: Perger, Pamela
ti: What they say, what they do ‒ understanding students’ perceptions.
so: Int. J. Math. Teach. Learn. 2013, 12 p., electronic only (2013).
py: 2013
pu: Centre for Innovation in Mathematics Teaching (CIMT) at Plymouth
University, Plymouth; Mathematics Education Department at College of
Nyíregyháza, Nyíregyháza
la: EN
cc: C23 C33
ut: student attitudes; underachievement; achievement; student responsibility;
self-evaluation; students’ perceptions
ci:
li: http://www.cimt.plymouth.ac.uk/journal/perger.pdf
ab: Summary: Research has shown students can identify practices considered
appropriate for achieving when learning mathematics. Yet, if you listen
to students talking about the practices they consider important to
succeed, and then observe the same students working in their
mathematics class, you could be confused regarding what practices they
really believe essential. As {\it C. Argyris} and {\it D. Schon}
[Theory in practice. Increasing professional effectiveness. San
Francisco, CA: Jossey-Bass (1974)] noted, an individual’s espoused
theory (what is said) does not necessarily match their theory-in-use
(what is done). Further investigation into students’ beliefs and
actions are required to explain the difference between what they say
and what they do. This article presents the espoused theory, theory-in-
use and the follow-up discussion of three underachieving students where
the identified differences were explored.
rv: