Forms of passiveness encoding and risk taking of poor math learners

Abstract

In light of the role that the error/feedback cycle plays in a child's learning process, this study explores forms of passive behaviour in poor students and suggests another cause for their poor states of knowledge. Two forms of passive behaviour are discussed, one concerning encoding new knowledge and the other involving risk-taking in unmastered tasks. Poor students' levels of risk-taking in the latter situations are compared to good students' risk-taking level in unmastered signed number tasks. The implications of passive behaviour in poor learners are discussed.

Modelling Tasks and Students with Mathematical Difficulties

“…His mathematics teacher described him, before the beginning of the research, as a passive and unmotivated student in mathematics lessons. The teacher's description was compatible with the characteristics of students with difficulties as described by Peled (1997), Ginsburg (1997) and Bachor and Crealock (1986).…”

“…Haylock (1991) also mentions difficulties in: language, reading, spatial perception and anxiety in mathematics. In addition, Peled (1997) and Bachor and Crealock (1986) emphasize the passive response to instruction as one of the main characteristics of these students.…”

“…Thus, it can be concluded that low performance and achievement in mathematics can also result from inadequate instruction and lack of motivation (Barnes 2005;Ginsburg 1997;Karsenty and Arcavi 2003;Reusser 2000). Peled (1997) claims that students who are passive and do not participate in class, often because of lack of confidence, experience less teacher reaction and miss the chance to improve their knowledge thus falling into a vicious cycle. She suggests that mathematics programs should encourage students with difficulties to participate more in class, receive more feedback and, thus, have a better chance of learning and progressing.…”

“…Moreover, the work on modelling tasks is usually done in small groups (Zawojewski et al 2003). This setting might result in having the better students dominate the discussion while the weaker students stay passive and are ignored when they try to contribute to the group discussion (Peled 1997). While this latter drawback exists, there is also some support for potential benefits of group work for these students.…”

Ortaokul Öğrencilerinin Sosyal Bilgiler Odaklı Epistemolojik İnançları, Öğrenme Yaklaşımları, Akademik Risk Alma Davranışları ve Ders Başarıları Arasındaki İlişkiler: Bir Yapısal Eşitlik Modellemesi

“…İlgili alanyazında akademik risk alma davranışları ile akademik başarı arasında anlamlı ilişkilerin olduğu görülmektedir (Beghetto, 2009;Clifford, 1991;Clifford ve Chou, 1991;Gezer, İlhan ve Şahin, 2014;House, 2002;Meyer, Turner ve Spencer, 1997;Özbay, 2016;Peled, 1997;Skaar, 2009). Epistemolojik inançlar ile akademik risk alma eğilimleri arasındaki ilişkiyi araştıran sadece Özbay'ın (2016) çalışmasına ulaşılmıştır.…”