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Exploring teaching strategies to promote mathematical resilience in a Year 10 set 4 mathematics class

Hannah Smith

(PGCE Secondary Mathematics, 2019-2020)



Many students experience the phenomenon of mathematical anxiety when approaching mathematics inside and outside the classroom. Literature suggests that mathematical anxiety may be reduced through the development of mathematical resilience. However, few studies have considered how to develop such a characteristic. This piece of action research suggests that mathematical resilience can be developed through the introduction of teaching strategies which encourage student discussion and collaborative work. Several strategies were introduced and evaluated whilst teaching a middle-set Year 10 mathematics class at an all-girls school. This study has shown that mini whiteboard work, question tickets, matching activities and confidence-building starters are particularly useful tools. The success of such teaching strategies being applied elsewhere will rely upon the presence of a positive learning environment as well as the regular recognition of what it means to be mathematically resilient.

Copyright: © 2021. This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)

The full paper is available for download as a pdf file: 091-114smithh

Citation: Smith, H. (2021) 'Exploring teaching strategies to promote mathematical resilience in a Year 10 set 4 mathematics class' Journal of Trainee Teacher Educational Research, Volume 12 pp.091-114.