The Construct of Mathematical Resilience

Lee, Clare; Johnston-Wilder, Sue

doi:10.1016/b978-0-12-802218-4.00010-8

Cited by 42 publications

(55 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is an approach that assembles all the support needed to encounter mathematics problems. For many people, mathematics is something that they need to face until the end of school, but many choose to avoid it as soon as school is over (22) . There are four aspects of mathematical resilience which are:…”

Section: Mathematical Resiliencementioning

confidence: 99%

“…Comfort zone: Learner will feel comfortable to work with mathematics and develop fluency in this subject (22) .…”

Section: Mathematical Resiliencementioning

confidence: 99%

“…Mathematical resilience can be concluded as a positive stance when learner find mathematics is challenging, and they will find new strategies to overcome it. There are three effective domain to be a resilient mathematical learner which are Value (consider experience learning mathematics is valuable), Struggle (recognize that everyone face hardship with mathematics) and Growth (a belief that all people can develop mathematics skills) (22) .…”

Section: Mathematical Resiliencementioning

confidence: 99%

See 2 more Smart Citations

Resilience in Mathematics, Academic Resilience, or Mathematical Resilience?: An Overview

Ishak¹,

Yusoff²,

Madihie³

2020

ujer

View full text Add to dashboard Cite

Aim:To analyze the concept of resilience in mathematics subject based on three-term use; resilience in mathematics, academics resilience in mathematics, and mathematical resilience. Background: Resilience in academics is a contemporary focus, especially in mathematics subjects. A few terms and concepts of resilience in mathematics subjects introduced, and recently, the term mathematical resilience has received attention and become based on other resilience research in mathematics. Methods: The primary database is Scopus and Google scholar. The keyword use is (a) resilience, resiliences (b) mathematics (c) subjects (d) students, child, adult, to identify the relevant article. Two reviewers are involved in screening and filtering the article in the data extraction process. The screening process is based on the definition, attribute, model use, issue tackle, and approach to tackle the issue. Results: There are 82 articles found both in Scopus and google scholar and Scopus, and 29 were used in the final data analysis. The finding shows that resilience is considered as a personal attribute in a person, which results from the process of adapting to the environment or situation that is challenging. Every term uses a different kind of model to represent resilience but origin from the Bandura Self-Efficiency mechanism. Conclusion:This study provides the meaning of resilience for each term and the differences between them. Even though the world resilience almost similar purpose, the application in each field is different. Future studies should focus on the process and intervention to boost resilience.

show abstract

Section: Mathematical Resiliencementioning

confidence: 99%

“…Comfort zone: Learner will feel comfortable to work with mathematics and develop fluency in this subject (22) .…”

Section: Mathematical Resiliencementioning

confidence: 99%

Section: Mathematical Resiliencementioning

confidence: 99%

See 1 more Smart Citation

Resilience in Mathematics, Academic Resilience, or Mathematical Resilience?: An Overview

Ishak¹,

Yusoff²,

Madihie³

2020

ujer

View full text Add to dashboard Cite

show abstract

“…Mathematical resilience is the ability or toughness of students to face problems and obstacles in learning mathematics (Lee & Johnston-wilder, 2017). Mathematical resilience includes the toughness to encounter mathematical problems.…”

Section: Introductionmentioning

confidence: 99%

“…Mathematical resilience is needed, so students can create supportive situations to solve mathematical problems. Being able to approach the mathematics problem, willingness to develop mathematics ability, and abilities to encounter any obstacles to mathematical growth are the characteristics of mathematical resilience (Lee & Johnston-wilder, 2017). Mathematical resilience is very influential in learning mathematics; as stated by Munthazimah, good mathematical resilience is needed if students are better prepared in the learning process (Muntazhimah & Ulfah, 2020 Based on the relevant researches above, Attami's research result shows that students with high mathematical resilience have better mathematical problem-solving abilities than students with low mathematical resilience, while students with medium mathematical problem-solving skills have the same abilities as students with low mathematical resilience (Attami et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience

Faradillah

Fadhilah

2021

jel

View full text Add to dashboard Cite

This study aims to describe mathematical resilience on slow learner students in solving problems. According to the previous research, there is no research focused on the subject of slow learners. The research method is a qualitative descriptive approach. The total population of this study was 71 students with special needs, which consisted of 51 male students and 20 female students. The selection of subjects in this study was reviewed based on three levels of mathematical resilience, namely high, medium, and low. The process of selecting this subject uses the Wright Maps table on Winsteps application version 3.73. Selected subjects were given instruments and interviews to analyze their mathematical problem-solving. The results showed that mathematical resilience on slow learner students was directly proportional to solving mathematical problems for subjects with high mathematical resilience. Meanwhile, subjects with medium and low mathematical resilience were inversely proportional to solving mathematical problems. The stages of solving the problem of the slow learners were incomplete because they have not passed one of the stages formulated by Polya. Therefore, based on the results of this research analysis, teachers can pay more attention to the slow-learners learning strategies in solving problems.

show abstract

A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students

Turgut,

Uğurlu

2024

Psychology in the Schools

View full text Add to dashboard Cite

This study examined the mediator role of mathematics motivation and the moderator role of mathematics anxiety (MA) in the relationship between metacognition (MC) and mathematical resilience (MR). The participants are 202 gifted students. Data were collected through the “Metacognitive Awareness Scale,” “MR Scale,” “Revised MA Rating Scale,” and “Mathematics Motivation Scale.” Regression analysis based on the bootstrap technique was used to test the hypothetical model, including mediation, moderation, and moderated mediation relations. The study results showed that MC indirectly positively affects MR through mathematical motivation. MA has a moderator effect on the positive effect of mathematics motivation on MR. The positive effect of mathematics motivation on MR decreases as MA increases. MA has a moderating effect on the indirect effect of MC on MR through mathematics motivation. The positive effect of MC on MR decreases as math anxiety increases.

show abstract

The Construct of Mathematical Resilience

Cited by 42 publications

References 29 publications

Resilience in Mathematics, Academic Resilience, or Mathematical Resilience?: An Overview

Resilience in Mathematics, Academic Resilience, or Mathematical Resilience?: An Overview

Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience

A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students

Contact Info

Product

Resources

About