Mathematical Resilience
The mathematical resilience network brings together academics and teachers from across the globe who are interested in improving the outcomes of mathematical education to augment social justice and equip society to thrive in an uncertain future. The members of our network come from the four nations of the UK, France, Brazil, South Africa, Australia and many other countries. The issue of developing mathematical resilience is important across the world.
The MR network believes that learner’s well-being should be at the front and centre of our work. Currently much traditionally accepted mathematics teaching results in the generation of mathematics anxiety. Teaching for mathematical resilience works against the generation of anxiety and for building people who know that they can learn and use mathematical concepts.
Mathematical resilience is a pragmatic, mathematised understanding of the well-established concept of resilience.
In order to be resilient mathematically a learner must:
the fixed theory of learning (Dweck 2000) is especially prevalent in mathematics. Students often come to believe that they have a ceiling to what they can do or understand. However, it has been shown over and over again that with effort and the right sort of help, learning can and does grow.
understand the personal value to them and in their lives and careers and understand that each individual and their ideas are valued within the community of learners of mathematics.
Teaching for resilience is the opposite of path smoothing. Resilient learners understand that learning mathematics can be difficult but also know struggling and successfully overcoming those obstacles is possible and brings satisfaction and self-confidence. They know that making mistakes is part and parcel of learning and is to be embraced.
this may mean working collaboratively or being able to talk ideas through with friends. It may mean accessing IT or books or other textual resources. An important part of a learner's developing mathematical resilience is understanding what support helps them and when and how to access that support.
As the research broadens we understand more about how to develop a supportive environment that enables learners to build a positive stance to learning, to engage successfully in what can be a difficult endeavour, and to grow their understanding of, and willingness to use mathematics.
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