Mathematical Resilience in Rural High School Students

Abstract

The school process of learning mathematics regularly provokes emotions that affect students’ confidence, security and well-being. This article presents the results of mathematical resilience in a sample of 41 first-semester students from a rural high school in Mexico. A mixed methodology with an exploratory sequential derivative design was used. The most significant results indicate that the students’ beliefs about themselves and their relationship with mathematics are an aspect that influences their interest, motivation, and effort to learn; however, in most of the results rigid and negative beliefs about mathematics are perceived, some were found that lean towards a growth mentality, awareness to assign value to mathematics, the effort to persevere in their learning and the knowledge that relationships can overcome obstacles in their learning. Finally, it is corroborated that to improve the teaching and learning of mathematics, it is convenient to develop learning environments that promote mathematical resilience through the creation of respectful environments that strengthen autonomy, establish strategies that challenge and provide feedback for learning, as well as implement teamwork and collaboration.