Weathering the storm : learning strategies that promote mathematical resilience

Show simple item record Khumalo, Vuyisile L. Van Staden, Surette Graham, Marien Alet 2022-11-08T07:29:29Z 2022-11-08T07:29:29Z 2022-07-25
dc.description.abstract Most learner achievement studies tend to focus on identifying individual characteristics, ignoring the learning strategies that promote mathematical resilience. The focus of the study is on the assets embedded in an individual and their interplay with the environment. It is expected that resilience plays a deciding role in learners’ foreground with the potential to affect learner mathematics achievement in constrained environments positively. This study, framed within the socio-ecological perspective of resilience, explored how disadvantaged learners learn mathematics in a disadvantaged environment in the Further Education and Training band in South Africa. A total of nine (five boys and four girls) Grade 12 learners learning mathematics in disadvantaged environments from Johannesburg West and Johannesburg Central districts were purposively selected and one-on-one semi-structured interviews were conducted with them. This thematic report pays attention to the qualitative phase of a broader study that employed a sequential exploratory design that draws from the work of Vygotsky, Carroll and Skovsmose. The framework focuses on the dynamic interactions between learners and the connection between the home and the school. Accordingly, the findings revealed two interrelated themes, namely foreground and growth strategies. These themes make apparent the connection between the context and the interpretation of the context by an individual as translated into decisional processes. Implications for teachers are discussed. en_US
dc.description.department Science, Mathematics and Technology Education en_US
dc.description.librarian dm2022 en_US
dc.description.uri en_US
dc.identifier.citation Khumalo, V.L., Van Staden, S., & Graham, M.A. (2022). Weathering the storm: Learning strategies that promote mathematical resilience, Pythagoras, 43(1), a655. en_US
dc.identifier.issn 2223-7895 (online)
dc.identifier.issn 1012-2346 (print)
dc.identifier.other 10.4102/ pythagoras.v43i1.655
dc.language.iso en en_US
dc.publisher AOSIS en_US
dc.rights © 2022. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License. en_US
dc.subject Resilience en_US
dc.subject Mathematical resilience en_US
dc.subject Assessment feedback en_US
dc.subject Foreground en_US
dc.subject Learning strategies en_US
dc.title Weathering the storm : learning strategies that promote mathematical resilience en_US
dc.type Article en_US

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