Learning process as an interplay between understanding and doubt: A dynamical systems approach

A relevant question related to the process of teaching and learning is: Are the doubts signals of student's failure, because they can be associated to a reduction on the comprehension, or the doubts drive the learner to acquire more knowledge, which increases the understanding on the studied material? Here, this issue is investigated by formulating and analyzing a dynamical system written in terms of differential equations. The model predicts that different levels of comprehension can be reached, depending on the initial condition. This and other results are discussed from an educational point of view.