Abstract:

Scholars argue that a student who realized early on how to learn and to use the analysis-oriented learning style are able to study successfully. Therefore, the knowledge how to learn could be a key factor of student success.

A lot of scientists have analyzed the conception of deep and surface learning strategies, and their studies were summarized by Bowden, Marton (1998), Ramsden (2000), etc. However, due to the different learning traditions and different learning environment, such strategies have different indicators of the intensity for each student population.

The main goal of this research is to figure out what external and internal factors determine the choice of students to learn mathematics superficially and what makes an influence on their selection.

This study is based on the following research methods:
- the analysis of scientific literature, which helped to clarify the differences between deep and surface learning paths;
- the analysis of mathematics examination papers, which helped to assess the extent of surface learning;
- the use of questionnaire. The questions were created in accordance with indicators of the deep and surface learning, which scientists have identified in their researches. Questions were grouped depending on external and internal factors. As a result of a huge disjunction between the answers of the first and second year students, additional questions for second year students were created, in order to find out what factors affect the choice of surface learning;
- the use of descriptive statistics.

The article comprises three parts. The indicators of a deep and surface learning are discussed in the first part of the article. The results of mathematics examination papers and the summary of the questionnaires, highlighting the factors behind the deep and surface learning choices are discussed in the second part of the study. Learning difficulties in mathematics as the main reasons of surface learning are revealed in the last part of the article.

Keywords:

Higher education, learning of mathematics, learning difficulties in mathematics.