
06454575
j
2015d.00114
Perger, Pamela
What they say, what they do  understanding students' perceptions.
Int. J. Math. Teach. Learn. 2013, 12 p., electronic only (2013).
2013
Centre for Innovation in Mathematics Teaching (CIMT) at Plymouth University, Plymouth; Mathematics Education Department at College of Ny\'{\i}regyh\'aza, Ny\'{\i}regyh\'aza
EN
C23
C33
student attitudes
underachievement
achievement
student responsibility
selfevaluation
students' perceptions
http://www.cimt.plymouth.ac.uk/journal/perger.pdf
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: JosseyBass (1974)] noted, an individual's espoused theory (what is said) does not necessarily match their theoryinuse (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, theoryin use and the followup discussion of three underachieving students where the identified differences were explored.