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Lee, Clare and Sue, Johnston-Wilder
(2024).
DOI: https://doi.org/10.4324/9781003334354-3
Abstract
Mathematical resilience enables learners to have the positivity and perseverance needed to learn mathematics and to continue to learn the mathematics required for individuals and society to flourish in a changing world. Mathematical resilience refers to both the process of becoming positioned to address any difficulties that arise when learning mathematics and the outcome of successfully adapting to difficulties and challenges. It is having the flexibility and ability to adjust to the emotional struggles that may present themselves. For example, someone may feel awkward when they find they need more time and support to understand ideas than others who find those ideas more straightforward. There are also external demands made by mathematics, which of its nature requires hard work to comprehend, and resilience is needed here as well. Mathematical resilience is not something that someone has inherently, it is nurtured in an environment where the difficulties presented by mathematics itself, the way the subject may have previously been taught and the way that society views mathematics, are recognised
and addressed.