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The construct mathematical resilience

Lee, Clare and Johnston-Wilder, Sue (2016). The construct mathematical resilience. In: Xolocotzin, Ulises ed. Understanding Emotions in Mathematical Thinking and Learning. London: Elsevier Academic Press, (In press).

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Abstract

The construct “mathematical resilience” describes the positive attributes that learners require in order to engage with, learn and use mathematics both at school and, more importantly, beyond. There are four aspects to mathematical resilience: growth, value, knowing how to work at mathematics and knowing how to recruit support. Mathematical resilience is defined to enable those engaged in helping learners of mathematics to act differently and thus prevent or mitigate the establishment of negativity. It works in opposition to the negative emotional states of avoidance, anxiety and helplessness that frequently accompany learning mathematics. Mathematical resilience is based in the emotional attributes demonstrated by those who have a positive stance to mathematics. Mathematically resilient learners know that mathematics has value and feel included in a community engaged in the struggle to understand. They know that with effort and support they can overcome any barriers. They are positioned to continue to study mathematics.

Item Type: Book Section
Copyright Holders: 2016 Not known
Keywords: mathematical resilience; positive stance; growth mindset; value; changing learning; avoidance; anxiety; helplessness
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Science, Technology, Engineering and Mathematics (STEM) > Mathematics and Statistics
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Interdisciplinary Research Centre: Education Futures
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Item ID: 44220
Depositing User: Clare Lee
Date Deposited: 01 Sep 2015 10:18
Last Modified: 06 Oct 2016 16:18
URI: http://oro.open.ac.uk/id/eprint/44220
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