CHARACTERISTICS OF DEEP APPROACH IN THE LEARNING OF MATHEMATICS: A CASE STUDY OF EXCEPTIONAL COMPETENT STUDENTS

PDF (ελληνικά)
Published: Oct 25, 2018
DOI: https://doi.org/10.12681/enedim.18937
Keywords:
learning approach mathematics secondary education indicators
Μαρία Μπεμπένη (Maria Bempeni)
University of Ioannina
Μαρία Καλδρυμίδου (Maria Kaldrymidou)
University of Ioannina
Ξένια Βαμβακούση (Xenia Vamvakousi)
University of Ioannina
Abstract
It is widely acknowledged that there are individual differences in the way students approach the learning process, and that these are reflected in the learning outcomes. Little research has been done from the learning approaches perspective regarding mathematics learning. We report an exploratory study investigating the features of the deep approach to mathematics learning. We present the case study of two exceptionally competent students who participated in an in-depth interview. Indicators of the deep learning approach along the categories Goals, Study/Learning strategies, Self-regulation aspects, and Motivation are presented as they emerged by adapting and enriching our previous instrument. These findings can be employed in the design of instruments to be used in quantitative research
Article Details
  • Section
  • Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution licence that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

 

 
Downloads
Download data is not yet available.
Author Biographies
Μαρία Μπεμπένη (Maria Bempeni), University of Ioannina
PhD student
Μαρία Καλδρυμίδου (Maria Kaldrymidou), University of Ioannina
Professor
Ξένια Βαμβακούση (Xenia Vamvakousi), University of Ioannina
Assistant Professor
References
Bempeni, M. & Vamvakoussi, X. (2015). Individual differences in students’ knowing and learning about fractions: Evidence from an in-depth qualitative study. Frontline Learning Research, 3, 17-34.
Baeten M., Kyndt E., Struyven K., & Dochy F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243-260.
Berger, J. L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21, 416 – 428. doi:10.1016/ j.learninstruc.2010.06.002
Biggs, J. B. (1987). Study process questionnaire manual. Melbourne: Australian Council for Educational Research.
Biggs, J. (1994). Asian learners through Western eyes: An astigmatic paradox. Australian and New Zealand Journal of Vocational Educational Research, 2(2), 40–63.
Biggs, J. B. (1999). Teaching for Quality Learning at University. Buckingham: Open University Press.
Byrne, M., Flood, B., & Willis, P. (2002). Approaches to learning of European business students. Journal of Further and Higher Education, 26, 19-28.
Cano F. & Berbén A. B. G. (2009). University students’ achievement goals and approaches to learning in mathematics , British Journal of Educational Psychology, 79, 131–153
Chin, C. & Brown, D. (2000). Learning in Science: A comparison of deep and surface approaches. Journal of Research in Science Teaching, 37, 109-138.
Chiu, M. S. (2012). Identification and assessment of Taiwanese children’s conceptions of learning mathematics. International Journal of Science and Mathematics Education, 10, 163-191.
Crawford K., Gordon S., Nicholas J., & Prosser M. (1994). Conceptions of mathematics and how it is learned: the perspectives of students entering university. Learning and Instruction. 4, 331-345.
Crawford K., Gordon S., Nicholas J., & Prosser M. (1998) Qualitatively different experiences of learning mathematics at university. Learning and Instruction. 5, 455–468.
Entwistle, N. (1997). Introduction: Phenomenography in higher education. Higher Education Research & Development, 16, 125–126
Entwistle, N. (2000). Promoting deep learning through teaching and assessment: Conceptual frameworks and educational contexts. Paper presented at the first annual conference of the Teaching and Learning Research Programme. Leicester. Ανακτήθηκε από http://www.etl.tla.ed.ac.uk/publications.html.
Entwistle, N. (2007). Conceptions of learning and the experience of understanding: Thresholds, contextual influences, and knowledge objects. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction (pp. 123-143). Oxford, UK: Elsevier.
Entwistle, N. & McCune V. (2004). The conceptual bases of study strategy inventories. Educational Psychology Review, 16, 325-345.
Entwistle, N., McCune, V., & Tait, H. (2013). Approaches to learning and studying inventory (ASSIST) (3rd edition). Ανακτήθηκε από https://www.researchgate.net/publication/50390092
Entwistle, N. & Peterson, E. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behavior and influences of learning environments. International Journal of Educational Research, 41(6), 407–428.
Entwistle, N., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Flegg, J., Mallet, D., & Lupton, M. (2012). Students' perceptions of the relevance of mathematics in engineering. International Journal of Mathematical Education in Science and Technology, 43(6), 717-732.
García, T., Rodríguez C., Betts L., , Areces D., , & González-Castro P., 2016. How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels. Learning and Individual Differences, 49, 25-31.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
Marton, F., and Säljö, R. (1976). On qualitative differences in learning. I - Outcome and process, British Journal of Educational Psychology 46, 4--11.
Pask, G. (1976). Styles and strategies of learning', British Journal of Educational Psychology, 46, 128-148.
Postareff L., Paspala, A., & Lindblom-Ylänne S. (2015). Factors contributing to changes in a deep approach to learning in different environments. Learning Environ Res, 18, 315-333.
Rittle-Johnson B. & Schneider, M. (2014). Developing conceptual and procedural knowledge of mathematics. In R. Kadosh & A. Dowker (Eds.), Oxford Handbook of Numerical Cognition. Oxford Press.
Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453–472.
Smith G. & Wood L. (2000). Assessment of learning in university mathematics, International Journal of Mathematical Education in Science and Technology, 31(1), 125-132.
Stathopoulou, C., & Vosniadou, S. (2007). Conceptual change in physics and physics-related epistemological beliefs: A relationship under scrutiny. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction (pp. 145-164). Oxford, UK: Elsevier.
Svensson, L. (1977). On qualitative differences in learning: 3. Study skill and learning. British Journal of Educational Psvchology, 47, 233-243.
Tait, H., Entwistle, N. J. & McCune, V. (1998). ASSIST: a reconceptualisation of the Approaches to Studying Inventory, In Improving Student Learning(Ed, Rust, C.) Oxford Centre for Staff and Learning Development, Oxford, 262-271.
Zeegers, P. (2004). Student learning in higher education: A path analysis of academic achievement in science. Higher Education Research and Development, 23(1), 35–56.