Mathematical Resilience: how Students Survived in Learning Mathematics Online During the Covid-19 Pandemic

Abstract

Mathematical resilience is a student's ability to survive and be positive when facing difficulties and anxiety in learning mathematics as indicated by the ability to work collaboratively with groups, and have language skills to communicate mathematical understanding. Learning mathematics online caused various negative conditions for students; reduced learning interactions, internet disturbances, material that was not optimally explained, even low support for studying at home. This study aims to find out about students’ mathematical resilience when taking online mathematics lessons during the Covid 19 Pandemic. A qualitative phenomenological design was used, in which 20 high school students in Medan, participated. Data was collected through an open online questionnaire and interview, due to the implementation of social restrictions in Medan. Thematic analysis was used to interpret the data. The results are summed up: (1) Implementation and use of mathematics learning platforms during the Covid 19 Pandemic; (2) Adaptation of students learning mathematics; (3) Students' belief in learning mathematics; (4) students' communication skills during mathematics learning; (5) The Support for learning mathematics. This study recommends several suggestions to strengthen students' mathematical resilience in order to overcome mathematical difficulties and problem when taking online mathematics learning.

Differential learning assisted with SANTUY mobile application for improving students’ mathematical understanding and ability

“…Educators and students had to understand how to learn with technology because of the implementation of online learning (Tang et al, 2021). However, many problems arise due to unpreparedness for learning mathematics online, which creates various adverse conditions for students such as lack of knowledge how to use technology, issues with the interaction between students and teachers, internet disturbances, material that is not explained optimally, and dearth of support resources from home, which is still very low (Pulungan et al, 2022). Therefore, information technology can be used as an alternative solution in supporting teaching and learning activities after the Covid pandemic, especially in mathematics teaching and learning process.…”

Membangun Kemampuan Komunikasi Matematis: Strategi Integrasi Self-Concept dan Brainstorming dalam Model Problem Based Learning

“…Tujuan pengajaran matematika adalah mengajarkan siswa cara berpikir kritis, kreatif, rasional, analitis, dan metodis, serta mengajak mereka untuk berkolaborasi dalam memecahkan masalah sehari-hari. Hingga saat ini, pendekatan umum dalam pengajaran matematika adalah melalui pendekatan teori, contoh, dan praktek (Ikhsan et al, 2020;Pulungan et al, 2022;Yaniawati et al, 2019). Namun, pandangan ini perlu dipertanyakan.…”

A collaborative math curriculum: nurturing academic and social-emotional growth for high school students

“…Students have struggled with math content for decades, but interruptions to typical teaching practices due to isolation and alternative schooling options during COVID-19 have exasperated the problem (Codding et al, 2023;Colvin et al, 2021;Grecu, 2023;Hargreaves, 2021;Mesghina et al, 2024;Pulungan et al, 2022;Sawchuk & Sparks, 2020). To increase success when using the Mathematical Practices when encountering a complex problem, I want to help students develop more self-regulation, self-advocacy, self-efficacy, and metacognition skills, as these skills positively influence mathematical achievement and efficacy (Mertens et al, 2022;Pirrone et al, 2022;Van Camp et al, 2021;Xia et al, 2022;Zee & de Bree, 2017).…”