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Measuring mathematical resilience : an application of the construct of resilience to the study of mathematics
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Kooken, Janice , Welsh, Megan E., Mccoach, D. Betsy, JohnstonWilder, Sue and Lee, Clare (2012) Measuring mathematical resilience : an application of the construct of resilience to the study of mathematics. In: AERA 2013, San Francisco, California, 27 Apr1 May 2013 (Submitted)

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Abstract
To meet the challenge of accelerating demands for quantitative literacy in the work force, improvements are needed in mathematics education. Student skill must be increased at all ability levels while also reducing the achievement gap across gender, racial and ethnic groups to increase their participation in advanced mathematics coursework and representation in mathematics related careers (National Mathematics Advisory Panel, 2008). Research has shown that affective traits such as motivation and attitude are linked to increased likelihood of taking advanced mathematics courses (Ma, 2006) and are significant predictors of improved cognitive activity and achievement (Buff, Reusser, Rakoczy,& Pauli, 2011; Ethington & Wolfe, 1986). In addition, males generally score more favorably than females on affective variables related to mathematics achievement and persistence (McGraw, Lubienski, & Strutchens, 2006; Sherman & Fennema, 1977; Wilkins and Ma, 2003). Although psychological resilience has been researched extensively (Luthar, Cicchetti, & Becker, 2000; Luthar, 2007) the study of mathematical resilience, defined as a positive adaptive stance to mathematics which allows students to continue learning despite adversity, represents a new approach (JohnstonWilder & Lee, 2010; Rivera & Waxman, 2011). Math anxiety looks at maladaptive response to learning mathematics and is wellstudied (Hembree, 1990; Richardson & Suinn, 1977; Tobias, 1978). In contrast, resilience incorporates factors associated with optimal functioning. Although mathematical resilience has been identified as important for success (JohnstonWilder & Lee, 2010; Rivera & Waxman, 2011), little consensus exists around its definition and no measures of resilience have been rigorously developed and/or validated. Rivera & Waxman (2011) identified the use of teacher nomination of resilient students as a limitation of their study, further motivating development of an instrument. This presentation will report on efforts to develop and validate an instrument measuring mathematical resilience. Ultimately, the measure will aid in developing and testing models that gauge the role of mathematical resilience in student achievement and persistence in advanced coursework. These models can be used to develop interventions to improve mathematical resilience, achievement, and quantitative literacy (JohnstonWilder & Lee, 2010).
Item Type:  Conference Item (Paper) 

Subjects:  B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education 
Divisions:  Faculty of Social Sciences > Institute of Education 
Library of Congress Subject Headings (LCSH):  Mathematics  Study and teaching, Resilience (Personality trait) 
Date:  2012 
Status:  Not Peer Reviewed 
Publication Status:  Submitted 
Conference Paper Type:  Paper 
Title of Event:  AERA 2013 
Type of Event:  Conference 
Location of Event:  San Francisco, California 
Date(s) of Event:  27 Apr1 May 2013 
Related URLs:  
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URI:  http://wrap.warwick.ac.uk/id/eprint/51559 
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