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All Journal International Journal of Evaluation and Research in Education (IJERE) Brillo Journal
Callaman, Roar A.
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Education Mathematics Other

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Mathematics Resiliency in the New Normal: A Theory Development Callaman, Roar A.
Brillo Journal Vol 2 No 2 (2023): Mathematics Education: Innovations, Challenges, and Resilience
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v2i2.34

Abstract

This paper aimed to generate a theory that answers the question, “How do students cope with the challenges in learning mathematics in the normal? This study made used of the deductive axiomatic approach in theory generation following the steps prescribed by Padua (2012). Four axioms were formulated: (1) Students employ time management in studying math; (2) Students uses compensation strategies in overcoming challenges; (3) Students’ resourcefulness leads them to learn mathematics; and (4) Students asked help from teachers and peers in understanding mathematical concepts. Two propositions were derived from these axioms: students’ cope with the challenges in learning mathematics by (1) direct coping strategies support students’ resiliency in learning mathematics and (2) Indirect coping strategies indirectly provide support for coping strategies through planning, socializing with others and increasing empathy. From these propositions, the Students’ Mathematics Resiliency Based Theory is formulated: The Students’ Mathematics Resiliency Theory states that resiliency in learning mathematics is affected by both direct and indirect coping strategies. Direct coping strategies include compensation strategies, while indirect strategies include social, time management, and resourcefulness.
Beyond the score: a sequential study on the predictors of student resilience in mathematics problem-solving Callaman, Roar A.; Bonotan, Amelia M.
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37816

Abstract

This sequential explanatory study aims to probe on the influences of cognitive, psychological, and social factors on mathematics resilience in problem solving. Anchored on three-dimensional resilience theory in problem solving, stratified sampling and purposive sampling were used to determine the respondents of the study coming from the six large-categorized senior high schools in Davao City (Philippines), school year 2023-2024. Data gathering was administered using the researcher-made questionnaire and interview guide, and content validated by experts. The quantitative findings, through the multiple regression test, revealed that problem-solving skills (PSS), growth mindset (GM), and teacher scaffoldings (TS) significantly predict students’ resiliency in mathematics. For the qualitative data, following Colaizzi’s data analysis, the following themes surfaced: i) GM and positive learning attitudes; ii) active problem-solving strategies; and iii) supportive learning environment (SLE) and TS. The results confirmed that cognitive, psychological, and social factors are significantly related to students’ resiliency in solving mathematics problems and that developing a growth attitude, fostering a SLE, and providing appropriate TS, can help build students’ mathematical resilience and PSS.
Co-Authors Bonotan, Amelia M.