Agency and fidelity in primary teachers’ efforts to develop mathematical resilience

References

• Ashcraft, M., and A. Moore. 2009. “Mathematics Anxiety and the Affective Drop in Performance.” Journal of Psychoeducational Assessment 27 (3): 197–205. doi:https://doi.org/10.1177/2F0734282908330580.
   Web of Science ®Google Scholar
• Beswick, K. 2005. “The Beliefs/Practice Connection in Broadly Defined Contexts.” Mathematics Education Research Journal 17 (2): 39–68. doi:https://doi.org/10.1007/BF03217415.
   Google Scholar
• Boaler, J. 2016. Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching. San Francisco: Jossey-Bass.
   Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:https://doi.org/10.1191/1478088706qp063oa.
   Google Scholar
• Claxton, G. 2006. Building Learning Power. Bristol: TLO Limited.
   Google Scholar
• Cordingley, P., S. Higgins, T. Greany, N. Buckler, D. Coles-Jordan, B. Crisp, L. Saunders, and R. Coe. 2015. Developing Great Teaching: Lessons from the International Reviews into Effective Professional Development. Coventry: Teacher Development Trust.
   Google Scholar
• Dweck, C. 2000. Self-Theories: Their Role in Motivation, Personality and Development. New York: Psychology Press.
   Google Scholar
• Goos, M. 2013. “Sociocultural Perspectives on Research with Mathematics Teachers: A Zone Theory Approach.” Em Teia 3 (2). doi:https://doi.org/10.36397/emteia.v3i2.2160.
   Google Scholar
• Guskey, T. 2002. “Professional Development and Teacher Change.” Teachers and Teaching: Theory and Practice 8 (3): 381–391. doi:https://doi.org/10.1080/135406002100000512.
   Google Scholar
• Handal, B., and A. Herrington. 2003. “Mathematics Teachers’ Beliefs and Curriculum Reform.” Mathematics Education Research Journal 15 (1): 59–69. doi:https://doi.org/10.1007/BF03217369.
   Google Scholar
• Hernandez-Martinez, P., and J. Williams. 2013. “Against the Odds: Resilience in Mathematics Students in Transition.” British Educational Research Journal 39 (1): 45–59. doi:https://doi.org/10.1080/01411926.2011.623153.
   Web of Science ®Google Scholar
• Hoyles, C., R. Noss, and S. Pozzi. 1998. “Mathematising in Practice.” In Rethinking the Mathematics Curriculum, edited by C. Hoyles, C. Morgan, and G. Woodhouse, 48–62. London: Routledge.
   Google Scholar
• Johnston-Wilder, S., and C. Lee. 2019. “How Can We Address Mathematics Anxiety More Effectively as a Community?” In Paper presented at 15th International Conference of The Mathematics Education for the Future Project Theory and Practice: An Interface or A Great Divide?, Maynooth, Ireland, August 4–9., edited by
   Google Scholar
• Johnston-Wilder, S., C. Lee, L. Garton, S. Goodlad, and J. Brindley. 2013. “Developing Coaches for Mathematical Resilience.” Paper presented at 2013 ICERI 2013: 6th International Conference on Education, Research and Innovation, November 18–20, Seville, Spain.
   Google Scholar
• Johnston-Wilder, S., J. Brindley, and P. Dent. 2014. A Survey of Mathematics Anxiety and Mathematical Resilience among Existing Apprentices. London: Gatsby Charitable Foundation, Report.
   Google Scholar
• Knight, C. 2007. “A Resilience Framework: Perspectives for Educators.” Health Education (Bradford, West Yorkshire, England) 107 (6): 543–555. doi:https://doi.org/10.1108/09654280710827939.
   Google Scholar
• Kooken, J., M. Welsh, B. McCoach, S. Johnston-Wilder, and C. Lee. 2016. “Development and Validation of the Mathematical Resilience Scale.” Measurement and Evaluation in Counseling and Development 49 (3): 217–242. doi:https://doi.org/10.1177/0748175615596782.
   Web of Science ®Google Scholar
• Lee, C., and S. Johnston-Wilder. 2013. “Learning Mathematics – Letting the Pupils Have Their Say.” Educational Studies in Mathematics 83 (2): 163–180. doi:https://doi.org/10.1007/s10649-012-9445-3.
   Web of Science ®Google Scholar
• Lee, C., and S. Johnston-Wilder. 2014. “Mathematical Resilience: What Is It and Why Is It Important?” In The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties, edited by S. Chinn, 337–345. Abingdon: Routledge.
   Google Scholar
• Lee, C., and S. Johnston-Wilder. 2017. “The Construct of Mathematical Resilience.” In Understanding Emotions in Mathematical Thinking and Learning, edited by U. Xolocotzi, 269–291. London: Elsevier.
   Google Scholar
• Ma, X. 1999. “A Meta-Analysis of the Relationship between Anxiety toward Mathematics and Achievement in Mathematics.” Journal for Research in Mathematics Education 30 (5): 520–540. doi:https://doi.org/10.2307/749772.
   Web of Science ®Google Scholar
• Mason, J. 1999. Learning and Doing Mathematics. 2nd ed. York: QED.
   Google Scholar
• McAllister, M., and J. McKinnon. 2009. “The Importance of Teaching and Learning Resilience in the Health Disciplines: A Critical Review of the Literature.” Nurse Education Today 29 (4): 371–379. doi:https://doi.org/10.1016/j.nedt.2008.10.011.
   PubMed Web of Science ®Google Scholar
• McCuaig, L., and P. Hay. 2014. “Towards an Understanding of Fidelity within the Context of School-Based Health Education.” Critical Public Health 24 (2): 143–158. doi:https://doi.org/10.1080/09581596.2013.840718.
   Web of Science ®Google Scholar
• McNiff, J. 2017. Action Research: All You Need to Know. London: Sage Publications.
   Google Scholar
• Merriam, S. 1998. Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass Publishers.
   Google Scholar
• Nottingham, J. 2017. “The Learning Pit.” Teaching, Thinking and Creativity 8 (2): 64–68.
   Google Scholar
• Ofsted. 2008. Mathematics: Understanding the Score. London: Ofsted. http://www.ofsted.gov.uk/resources/mathematics-understanding-score.
   Google Scholar
• Ofsted. 2012. Mathematics: Made to Measure. London: Ofsted. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/417446/Mathematics_made_to_measure.pdf.
   Google Scholar
• Priestly, M., G. Biesta, and S. Robinson. 2015. Teacher Agency – An Ecological Approach. London: Bloomsbury Publications.
   Google Scholar
• Roberts, G. 2002. SET for Success: The Supply of People with Science, Technology, Engineering and Mathematics Skills: The Report of Sir Gareth Roberts’ Review. London: HM Treasury.
   Google Scholar
• Stigler, J., and J. Hiebert. 2009. The Teaching Gap. New York: Free Press.
   Google Scholar
• Swan, M. 2014. “Improving the Alignment between Values, Principles and Classroom Realities.” In Mathematics Curriculum in School Education, edited by L. Yeping and G. Lappan, 621–636. Dordrecht: Springer.
   Google Scholar
• Ungar, M. 2012. “Social Ecologies and Their Contribution to Resilience.” In The Social Ecology of Resilience: A Handbook of Theory and Practice, edited by M. Ungar, 13–32. New York: Springer.
   Google Scholar
• Valsiner, J. 1997. Culture and the Development of Children’s Action: A Theory of Human Development. 2nd ed. New York: John Wiley & Sons.
   Google Scholar
• Vygotsky, L. 1978. Mind in Society. Cambridge, MA: Harvard University Press.
   Google Scholar
• Williams, G. 2014. “Optimistic Problem-Solving Activity: Enacting Confidence, Persistence, and Perseverance.” ZDM 46 (3): 407–422. doi:https://doi.org/10.1007/s11858-014-0586-y.
   Google Scholar
• Wosnitza, M., F. Peixoto, S. Beltman, and C. Mansfield, eds. 2018. Resilience in Education: Concepts, Contexts and Connections. Cham: Springer International Publishing.
   Google Scholar
• Yeager, D., and C. Dweck. 2012. “Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed.” Educational Psychologist 47 (4): 302–314. doi:https://doi.org/10.1080/00461520.2012.722805.
   Web of Science ®Google Scholar