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Kooken, Janice; Welsh, Megan E.; Mccoach, D. Betsy; Johnston-Wilder, Sue; Lee, Clare (2012)
Languages: English
Types: Unknown
Subjects: BF, LB
To meet the challenge of accelerating demands for quantitative literacy in the work force,\ud improvements are needed in mathematics education. Student skill must be increased at all ability\ud levels while also reducing the achievement gap across gender, racial and ethnic groups to\ud increase their participation in advanced mathematics coursework and representation in\ud mathematics related careers (National Mathematics Advisory Panel, 2008). Research has shown\ud that affective traits such as motivation and attitude are linked to increased likelihood of taking\ud advanced mathematics courses (Ma, 2006) and are significant predictors of improved cognitive\ud activity and achievement (Buff, Reusser, Rakoczy,& Pauli, 2011; Ethington & Wolfe, 1986). In\ud addition, males generally score more favorably than females on affective variables related to\ud mathematics achievement and persistence (McGraw, Lubienski, & Strutchens, 2006; Sherman &\ud Fennema, 1977; Wilkins and Ma, 2003). Although psychological resilience has been researched\ud extensively (Luthar, Cicchetti, & Becker, 2000; Luthar, 2007) the study of mathematical\ud resilience, defined as a positive adaptive stance to mathematics which allows students to\ud continue learning despite adversity, represents a new approach (Johnston-Wilder & Lee, 2010;\ud Rivera & Waxman, 2011). Math anxiety looks at maladaptive response to learning mathematics\ud and is well-studied (Hembree, 1990; Richardson & Suinn, 1977; Tobias, 1978). In contrast,\ud resilience incorporates factors associated with optimal functioning. Although mathematical\ud resilience has been identified as important for success (Johnston-Wilder & Lee, 2010; Rivera &\ud Waxman, 2011), little consensus exists around its definition and no measures of resilience have\ud been rigorously developed and/or validated. Rivera & Waxman (2011) identified the use of\ud teacher nomination of resilient students as a limitation of their study, further motivating\ud development of an instrument. This presentation will report on efforts to develop and validate an\ud instrument measuring mathematical resilience. Ultimately, the measure will aid in developing\ud and testing models that gauge the role of mathematical resilience in student achievement and\ud persistence in advanced coursework. These models can be used to develop interventions to\ud improve mathematical resilience, achievement, and quantitative literacy (Johnston-Wilder &\ud Lee, 2010).
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