What they say, what they do: Understanding student’s perceptions

Abstract

Research has shown students can identify practices considered appropriate for achieving when learning mathematics (Kershner & Pointon, 2000; McCullum, Hargreaves & Gripps, 2000,). 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 Argyris and Schon (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.