Exploring Resilience Mechanisms in High School Mathematics: A Study on Problem-Solving Challenges and Self-Regulation

Abstract

This study explored how students develop and demonstrate resilience when prompted with mathematical problems. Anchored on the Three-Dimensional Resilience Theory in Mathematical Problem Solving, a multiple case study was conducted on thirteen (13) purposively selected students from a public senior high school in Davao City, Philippines. The cross-case analysis revealed three emerging themes on their mechanisms in dealing with mathematics problems: (1) mathematics resilience and problem-solving independence; (2) learner regulation of “negative emotions” towards Math problems; and (3) self-regulation and matching of learner behavior of learning challenge. The findings show that although all learners encounter learning difficulties, high resilience enables them to push through the difficulty until they overcome their struggle, creating meaningful learning experiences that boost their self-esteem and confidence in the long run. Learners with lower levels of math resilience were found to feel trapped in their struggle and resolute at the prospect of failure implying disempowerment. The findings also underscore the need to foster mathematics resilience among learners to empower them to actively deal with and overcome learning challenges.