How can the learning relationships that work to develop Mathematical Resilience in mathematics classroom be characterised?

Lee, Clare (2024). How can the learning relationships that work to develop Mathematical Resilience in mathematics classroom be characterised? In: 4th International Conference On Opportunities And Challenges Of Building Mathematical Resilience, 6 Jul 2024, Warwick University, Warwickshire, UK.

Abstract

I want to explore here a question that feels paramount to me in work to develop mathematical resilience. How can teaching and learning day-in, day-out to develop mathematical resilience be characterised? Working for mathematical resilience means developing a particular relationship in a classroom, one that cares for the students and one that cares for learning mathematics. I know that mathematical resilience is developed in environments where there is mutual warmth and respect, where learning is a mutual endeavour, where learners are encouraged to express their ideas and where everyone listens attentively, especially the teacher. It seems from recent research on the brain that the social is a vital part of the brain’s work and that removing the social removes a vital form of support and motivation in learning. A classroom that offers care in learning mathematics (Watson,2021), is a social classroom and one which prioritises the well-being of students.

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