Weathering the storm: Learning strategies that promote mathematical resilience
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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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AOSIS
2022-07-01
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| Series: | Pythagoras |
| Subjects: | |
| Online Access: | https://pythagoras.org.za/index.php/pythagoras/article/view/655 |
| _version_ | 1811221408135512064 |
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| author | Vuyisile L. Khumalo Surette van Staden Marien A. Graham |
| author_facet | Vuyisile L. Khumalo Surette van Staden Marien A. Graham |
| author_sort | Vuyisile L. Khumalo |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-12T07:58:47Z |
| format | Article |
| id | doaj.art-70640ed5a0e34da7a076f88fb5ce1dd2 |
| institution | Directory Open Access Journal |
| issn | 1012-2346 2223-7895 |
| language | English |
| last_indexed | 2024-04-12T07:58:47Z |
| publishDate | 2022-07-01 |
| publisher | AOSIS |
| record_format | Article |
| series | Pythagoras |
| spelling | doaj.art-70640ed5a0e34da7a076f88fb5ce1dd22022-12-22T03:41:24ZengAOSISPythagoras1012-23462223-78952022-07-01431e1e1110.4102/pythagoras.v43i1.655262Weathering the storm: Learning strategies that promote mathematical resilienceVuyisile L. Khumalo0Surette van Staden1Marien A. Graham2Department of Science, Mathematics and Technology Education, Faculty of Education, University of Pretoria, PretoriaDepartment of Science, Mathematics and Technology Education, Faculty of Education, University of Pretoria, PretoriaDepartment of Science, Mathematics and Technology Education, Faculty of Education, University of Pretoria, PretoriaMost 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.https://pythagoras.org.za/index.php/pythagoras/article/view/655resiliencemathematical resilienceassessment feedbackforegroundlearning strategies |
| spellingShingle | Vuyisile L. Khumalo Surette van Staden Marien A. Graham Weathering the storm: Learning strategies that promote mathematical resilience Pythagoras resilience mathematical resilience assessment feedback foreground learning strategies |
| title | Weathering the storm: Learning strategies that promote mathematical resilience |
| title_full | Weathering the storm: Learning strategies that promote mathematical resilience |
| title_fullStr | Weathering the storm: Learning strategies that promote mathematical resilience |
| title_full_unstemmed | Weathering the storm: Learning strategies that promote mathematical resilience |
| title_short | Weathering the storm: Learning strategies that promote mathematical resilience |
| title_sort | weathering the storm learning strategies that promote mathematical resilience |
| topic | resilience mathematical resilience assessment feedback foreground learning strategies |
| url | https://pythagoras.org.za/index.php/pythagoras/article/view/655 |
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