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Abstract
The Mathematical Resilience Scale measures students’ attitudes toward studying mathematics, using three correlated factors: Value, Struggle, and Growth. The Mathematical Resilience Scale was developed and validated using exploratory and confirmatory factor analyses across three samples. Results provide a new approach to gauge the likelihood of student participation and persistence in mathematics.
Notes
Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/orPUBLICation of this article.
Funding The author(s) received no financial support for the research, authorship, and/orPUBLICation of this article.
Additional information
Notes on contributors
Janice Kooken
Janice Kooken is a doctoral candidate in the Measurement, Evaluation and Assessment program at University of Connecticut. She is a certified secondary mathematics teacher and has worked with mathematics and statistics in educational and corporate settings. Her research interests include instrument design, validation in longitudinal research, structural equation modeling, and attitudes towards learning mathematics.
Megan E. Welsh
Megan E. Welsh is an assistant professor in educational assessment and measurement at the University of California, Davis School of Education. Megan’s research interests include test validity, educational assessment, and school reform.
D. Betsy McCoach
D. Betsy McCoach is program coordinator for the Measurement, Evaluation and Assessment program, University of Connecticut. Betsy has published over 80 journal articles, book chapters, and books, including Multilevel Modeling of Educational Data with Ann O’Connell and Instrument Development in the Affective Domain (3rd edition) with Robert Gable and John Madura.
Sue Johnston-Wilder
Sue Johnston-Wilder is a Chartered Teacher of Mathematics and experienced teacher-developer. Sue has co-authored and co- edited many books about teaching and learning mathematics. With Clare Lee, working with students, teachers, school leaders, and parents, she developed the construct ‘Mathematical Resilience’ as a positive framework for addressing ‘the maths problem’.
Clare Lee
Clare Lee is a lecturer at the Open University where she leads teacher training in mathematics and is an experienced teacher-developer. She has authored, co-authored and co- edited many books about teaching and learning mathematics. With Sue Johnston-Wilder, working with students, teachers, school leaders, and parents, she developed ‘Mathematical Resilience’.