This prospective study adopted Vygotsky’s concept of perezhivanie to examine students’ lived experiences in learning mathematics and how they were related to subject choice plans and actual decisions. Most research has considered students’ mathematics subject choice as a decision predictable using important cognitive and social variables. Due attention has not been given to examining how students’ lived experiences in learning mathematics relate and contribute to their subject choice plans and decisions over time. Perezhivanie is a psychological structure for understanding dynamic influences derived from personal and contextual sources. In this study, two case studies were crafted using multiple data sources including interviews, observations, surveys and fieldnotes collected over three years on two achieving students who had studied in the same class. Despite this shared context, their perezhivanija differed, revealing complex dynamic interplay between factors derived from personal and external realms. This study described the identified perezhivanija of these two students and explained how they were related to their subject choice plans and their eventual subject choice decisions. The findings revealed that perezhivanija, including both heightened experiences and meta-experiences, were vital personal sources informing subject choice plans and decisions.

这项前瞻性研究采用了Vygotsky的perezhivanie概念来检验学生在学习数学方面的生活经验，以及他们与学科选择计划和实际决策之间的关系。大多数研究已将学生的数学学科选择视为使用重要的认知和社会变量可预测的决策。并未适当注意检查学生在数学学习中的生活经历如何与他们的学科选择计划和决定相联系，并对其作出贡献。Perezhivanie是一种心理结构，用于理解来自个人和上下文来源的动态影响。在这项研究中，我们使用多种数据来源（包括访谈，观察，三年来对两名在同一班学习的成绩优秀的学生进行的调查和田野笔记。尽管有这种共同的背景，但他们的观点不同，揭示了来自个人和外部领域的因素之间复杂的动态相互作用。这项研究描述了确定的这两名学生的perezhivanija，并解释了他们与他们的学科选择计划和最终的学科选择决策之间的关系。研究结果表明，perezhivanija，包括丰富的经验和元经验，是告知受试者选择计划和决定的重要个人资源。这项研究描述了确定的这两名学生的perezhivanija，并解释了他们与他们的学科选择计划和最终的学科选择决策之间的关系。研究结果表明，perezhivanija，包括丰富的经验和元经验，是告知受试者选择计划和决定的重要个人资源。这项研究描述了确定的这两名学生的perezhivanija，并解释了他们与他们的学科选择计划和最终的学科选择决策之间的关系。研究结果表明，perezhivanija，包括丰富的经验和元经验，是告知受试者选择计划和决定的重要个人资源。