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.