https://orcid.org/0000-0003-2841-892X
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ABSTRACT
In recent years, the number of studies examining resilience in relation to mathematics teaching/learning (or mathematical resilience, according to some), increased significantly. This paper is a systematic review of 78 studies published between 2010 and 2021, and investigates (a) conceptualisations of mathematical resilience, (b) demographic characteristics of participants in the papers identified, and (c) factors that influence the development of mathematical resilience. Our analysis indicates that mathematical resilience is conceptualised in two ways: as the coexistence of disadvantage and high mathematical performance; and, as part of one’s mathematical identity. Participants in related studies belong to one of the following categories: disadvantaged pupils; “typical” pupils; disadvantaged university STEM students; “typical” university students; prospective teachers; in-service teachers. Mathematical resilience is found to be influenced by both psychological and social/environmental factors. Finally, we discuss implications and how the field can move forward.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
3 The asterisk (*) works as a placeholder for suffixes. For example, “math*” covers words such as the British English maths, the US English math, as well as mathematics and mathematical. Similarly, “resilien*” covers resilience, resiliency, and resilient.