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All Journal Journal of Education and Learning (EduLearn) International Journal of Review in Mathematics Education
Callaman, Roar
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Humanities Education Library & Information Science Social Sciences Other

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Development of three-dimensional resiliency theory in solving mathematical problem Callaman, Roar; Palompon, Daisy
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22738

Abstract

This study aims to develop a theory to understand how students cultivate and apply resilience in solving mathematical problems. Specifically, it integrates cognitive, emotional, and social dimensions of resilience to create a holistic framework. Using a deductive theory development approach, the study starts with an existing theory, formulates hypotheses, and tests them through data collection and analysis. Seven axioms were formulated leading to three propositions: i) students with higher levels of mathematics resilience will demonstrate greater persistence and effort when faced with challenging mathematical problems; ii) psychological, cognitive and social factors are influential to a student’s resilience in solving mathematical problems; and iii) developing a growth attitude, fostering a supportive learning environment, and providing appropriate teacher scaffolding can help all to build mathematical resilience and problem-solving success. From these propositions, the three-dimensional resilience theory in mathematical problem solving is formulated. This theory recognizes the interplay of psychological, social, and cognitive factors. Future research could focus on testing it in various educational settings, such as different grade levels, cultural contexts, or educational systems, to assess its generalizability and robustness.
Compartive Analysis of Mathematics Education Among Selected Southeast Asian Nations Balderas, Melfred T.; Leones, Christy M.; Jonson, Angel May M.; Reyes, Tehrose Trizsha R. Delos; Galero, David Nicholas G.; Callaman, Roar
International Journal of Review in Mathematics Education Volume 1 No. 2: June 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijrime.16256

Abstract

The aim of this research was to explore the significant differences in content structure, pedagogical strategies, and evaluation processes in the mathematics curricula of selected Southeast Asian nations to ensure more responsive and effective curriculum development. The research was conducted through a comparative qualitative research method with a reliance on the systematic literature review as the most appropriate research method. The research was carried out exclusively through systematically identified and screened secondary sources, including peer-reviewed journal articles, international assessment reports and, curriculum frameworks to ensure methodological rigor, transparency, credibility, and consistency. The findings reveal significant differences in the structure, delivery, and evaluation processes in the mathematics curricula in Southeast Asia. The findings show that Singapore has a highly coherent curriculum with significant conceptual depth in its curriculum, with more focus on mastering and progressing to advanced levels of mathematical thinking. In contrast, the Philippines, Cambodia, Indonesia, and Brunei have more focus on mastering basic skills with contextual learning, with less systematic coverage of advanced levels of thinking in mathematics. The pedagogical strategies employed in the region range from highly structured mastery learning to student-centered and contextualized learning strategies. The evaluation processes in the region range from formative evaluation to mastery learning to more summative evaluation processes. The findings show that highly coherent, rich, and aligned curricula are critical in providing highly effective mathematics education in Southeast Asia.
Co-Authors Balderas, Melfred T. Galero, David Nicholas G. Jonson, Angel May M. Leones, Christy M. Palompon, Daisy Reyes, Tehrose Trizsha R. Delos