Students’ Mathematical Disposition and Resilience: An Analysis of Student Perceptions in Numbers and Algebra Courses

Abstract

Mathematics not only emphasizes the mastery of concepts and principles, but mathematics also has a mission to build student affection through mathematical disposition and resilience. Not only elementary students but also college students have the potential to have a negative attitude toward mathematics. If this happens, the dynamics of affection in mathematics learning must be questioned. To further the investigation, this study aims to analyze the perceptions of primary teacher education students from Sanata Dharma University in the Numbers and Algebra Course terms in the context of mathematical disposition and resilience. Through a qualitative approach involving 98 students from two different classes, the results of this study showed that: 1) factors that influence students' attitudes towards mathematics are their early motivation, 2) attitudes towards mathematics are related to activities and student learning outcomes, 3) aspects of mathematical disposition that need to be optimized are self-confidence and curiosity, 4) aspects of mathematical resilience to note are efficacy and resilience. This study has significant implications for implementing learning, especially in the context of mathematical disposition and resilience. The results of this study can be used as initial diagnostic recommendations in learning planning that leads to effective student outcomes.