A Philosophical Gaze on Australasian Mathematics Education Research

Thornton, Steve; Kinnear, Virginia; Walshaw, Margaret

doi:10.1007/978-981-10-1419-2_3

Cited by 2 publications

(3 citation statements)

References 51 publications

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“…As stated that the ability to adapt to various demands from within and the environment shows successful resilience despite not having the resources and capacity to adjust thoughts, behaviors to manage new and uncertain changes (Annur & Hermansyah, 2020;Mir'atannisa et al, 2019;Sari et al, 2020;Sercombe, 2014;Zhang et al, 2021). The adaptability of someone who has mathematical resilience can be measured through the willingness to try new strategies or start over after experiencing various changes and failures (Hutauruk & Priatna, 2017;Peatfield, 2015;Thornton et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

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

Pulungan

Retnawati

Jaedun‬

2022

QRE

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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.

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Section: Discussionmentioning

confidence: 99%

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

Pulungan

Retnawati

Jaedun‬

2022

QRE

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“…This is intended to explore the positive contribution of the affective domain in the learning process. The scope of study of affective has begun to develop, not only examining attitudes but examining several aspects such as beliefs and emotional reactions (Ignacio et al, 2006), mathematical resilience (Hendriana et al, 2019;Johnston-Wilder et al, 2018;Johnston-Wilder et al, 2015;Kooken et al, 2013;Thornton et al, 2012), habits of mind (Costa & Kallick, 2008;Dwirahayu et al, 2017;Matsuura et al, 2013;Yellamraju et al, 2019), sociomathematical norm (Güven & Dede, 2017;Maarif et al, 2022;Sánchez & García, 2014;Yackel & Cobb, 1996;Zembat & Yasa, 2015), and so on. These affective aspects must be developed and optimized in teaching and learning activities, especially mathematics.…”

Section: Introductionmentioning

confidence: 99%

“…Developing mathematical resilience allows students to adapt the mathematical problems they face sustainably as a learning experience they have experienced (Thornton et al, 2012). Mathematical resilience allows a student to face difficult situations with the opposite situation which can have an impact on motivation gradually towards something better than the learning difficulties they face (Johnston-Wilder et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Mathematical Resilience, Habits of Mind, and Sociomathematical Norms by Senior High School Students in Learning Mathematics: A Structured Equation Model

Maarif

Fitriani

2023

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The process of learning mathematics is determined by cognitive aspects and requires an affective domain. The affective domain is essential in developing mathematical abilities to solve mathematical problems. This study aims to analyze the effect of mathematical resilience (RM) and habits of mind (HOM) on socio-mathematical norms (SMN) in mathematics learning. The research method used is quantitative, with survey techniques and structured inquiry models. The sample in this study was 100 high school students in the DKI Jakarta area. Data analysis was performed using the structured equation model (SEM) using SmartPLS software. This research uses eight items of mathematics resilience instrument, ten items of habits of mind instrument, and 12 items of socio-mathematical norm instrument. Each instrument has four alternative answers with a Likert scale. The results of the study concluded: 1) there is a positive impact of mathematical resilience on socio-mathematical norms; 2) there is a positive impact of habits of mind on socio-mathematical norms; 3) there is a positive impact of mathematical resilience on habits of mind; 4) there is a positive impact of mathematical resilience on sociomathematical norms mediated by habits of mind.

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A Philosophical Gaze on Australasian Mathematics Education Research

Cited by 2 publications

References 51 publications

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

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

Mathematical Resilience, Habits of Mind, and Sociomathematical Norms by Senior High School Students in Learning Mathematics: A Structured Equation Model

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