Toward Remedies for Inequities in Mathematics Education: Measuring Mathematical Resilience in American High School Students

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies Exploring Factors Related to Student Learning and Achievement in Mathematics (Table 2)

Abstract

This study tested whether mathematical resilience can be measured in a high school population by how students value math, how students view struggle in learning math, and how students view their capacity to grow in mathematical understanding. Confirmatory factor analysis measured the validity and reliability of the theorized mathematical resilience structure for the sample (N = 1057), and structural equation modeling methods tested the relationships among mathematical resilience, mathematics anxiety, and student outcomes. Models of theorized mathematical resilience fit the sample adequately, factors negatively correlate with mathematics anxiety, but positively with academic success, intent to engage with math, and proclivity to pursue math-related careers. K-12 mathematics educators may apply these findings to design interventions to help remedy inequities.

Authors

• Darin Richard Lovelace, Assumption of the Blessed Virgin Mary School

• Janice Kooken, Liberty University