The concept of approach “stresses relationships between intention, process and outcome within a specified context as described by an individual” (Schmeck, 1988, p. 10). This paper explores the approaches to learning of a group of mature students from the theoretical perspective of activity theory in order to gain an insight into some of the ways statistics is learned. In this framework, learning, regarded as goal-directed behaviour, is analysed by exploring the socio-historical factors relating to students’ self regulation of their cognitive activities. The material is derived from questionnaires and interviews with five students, and focuses on the students’ own interpretations of the contexts affecting their approaches.
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Gordon, S. Mature students learning statistics: The activity theory perspective. Math Ed Res J 5, 34–49 (1993). https://doi.org/10.1007/BF03217253
- Activity Theory
- Learning Style
- Deep Approach
- Surface Approach
- Everyday Cognition