Student Passivity During Cooperative Small Groups in Mathematics

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Abstract
Recent studies of cooperative small-group instruction in mathematics have drawn attention to individual differences in students' responses to the demands and opportunities of that instructional format. In this article, findings of a study (Mulryan, 1989) that investigated fifth- and sixth-grade students' attending and participating behavior in cooperative small groups in mathematics are reported. A major finding of the study was that some students, mainly low achievers, manifested a high level of passive behavior in cooperative small groups. Some possible reasons for passivity among low achievers are suggested, and a categorization of types of passivity in cooperative small groups is provided. Student and teacher perceptions of passivity are also reported, as well as suggestions for further research in this area.