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

Anna Reid, Leigh N. Wood, Geoff H. Smith, Peter Petocz*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

32 Citations (Scopus)

Abstract

In this paper, we describe and investigate three 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 mathematician 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 theoretical model based on our research findings, aiming 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).

Original languageEnglish
Pages (from-to)567-586
Number of pages20
JournalInternational Journal of Science and Mathematics Education
Volume3
Issue number4
DOIs
Publication statusPublished - Dec 2005

Fingerprint Dive into the research topics of 'Intention, approach and outcome: University mathematics students' conceptions of learning mathematics'. Together they form a unique fingerprint.

Cite this