Overcoming Mathematical Helplessness and Developing Mathematical Resilience in Parents: An Illustrative Case Study
Affiliation(s)
1 Department of Education, University of Bath, Bath, UK. 2 Centre for Education Studies, University of Warwick, Coventry, UK.
1 Department of Education, University of Bath, Bath, UK. 2 Centre for Education Studies, University of Warwick, Coventry, UK.
ABSTRACT
A consideration of parental contribution to mathematical success in terms of affect is both timely and important. Many parents suffer from mathematics anxiety or helplessness in UK; there is a risk that this anxiety or helplessness be transmitted to their children. Here we illustrate the application of the construct “mathematical resilience” to developing positive parental engagement in mathematics. We used the method of a single case intervention study, in which the subject is a mother/daughter dyad and their relationship with mathematics. The object is made up of the concepts of learned helplessness and mathematical resilience. The intervention was 3 brief sessions between the second author and the mother. The mother kept a journal and after the intervention she was interviewed. As the dyad gained mathematical resilience, they were able to leave behind learned helplessness, resulting in a better relationship, raised self esteem and increased ability to engage with mathematical thinking.
A consideration of parental contribution to mathematical success in terms of affect is both timely and important. Many parents suffer from mathematics anxiety or helplessness in UK; there is a risk that this anxiety or helplessness be transmitted to their children. Here we illustrate the application of the construct “mathematical resilience” to developing positive parental engagement in mathematics. We used the method of a single case intervention study, in which the subject is a mother/daughter dyad and their relationship with mathematics. The object is made up of the concepts of learned helplessness and mathematical resilience. The intervention was 3 brief sessions between the second author and the mother. The mother kept a journal and after the intervention she was interviewed. As the dyad gained mathematical resilience, they were able to leave behind learned helplessness, resulting in a better relationship, raised self esteem and increased ability to engage with mathematical thinking.
Cite this paper
Goodall, J. and Johnston-Wilder, S. (2015) Overcoming Mathematical Helplessness and Developing Mathematical Resilience in Parents: An Illustrative Case Study. Creative Education, 6, 526-535. doi: 10.4236/ce.2015.65052.
Goodall, J. and Johnston-Wilder, S. (2015) Overcoming Mathematical Helplessness and Developing Mathematical Resilience in Parents: An Illustrative Case Study. Creative Education, 6, 526-535. doi: 10.4236/ce.2015.65052.
References
[1] Abramson, L. Y., & Sackheim, H. A. (1977). A Paradox in Depression: Uncontrollability and Self-Blame. Psychological Bulletin, 84, 838-851.
http://dx.doi.org/10.1037/0033-2909.84.5.838 [2] Abramson, L. Y., Seligman, M. E., & Teasdale, J. D. (1978) Learned Helplessness in Humans: Critique and Reformulation. Journal of abnormal psychology, 87, 49.
http://dx.doi.org/10.1037//0021-843X.87.1.49 [3] Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84, 191.
http://dx.doi.org/10.1037/0033-295X.84.2.191 [4] Bandura, A. (2000). Exercise of Human Agency through Collective Efficacy. Current Directions in Psychological Science, 9, 75-78.
http://dx.doi.org/10.1111/1467-8721.00064 [5] Bayne, T. (2008). The Phenomenology of Agency. Philosophy Compass, 3, 182-202.
http://dx.doi.org/10.1111/j.1747-9991.2007.00122.x [6] Benard, B. (1991). Fostering Resiliency in Kids: Protective Factors in the Family, School, and Community. Portland, OR: Northwest Regional Educational Laboratory. [7] Biesta, G., & Tedder, M. (2006). How Is Agency Possible? Towards an Ecological Understanding of Agency-as-Achievement. Learning Lives: Learning, Identity, and Agency in the Life Course. Working Paper Five, Exeter: Teaching and Learning Research Programme. [8] Chinn, S., & Ashcroft, J. (2002). The Use of Patterns. In T. Miles, & E. Miles (Eds.), Dyslexia and Mathematics (pp. 94-119). London: Routledge. [9] Desforges, C., & Abouchaar, A. (2003). The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review. London: Department of Education and Skills. [10] Drath, W. H., McCauley, C. D., Palus, C. J., Van Velsor, E., O’Connor, P. M., & McGuire, J. B. (2008). Direction, Alignment, Commitment: Toward a More Integrative Ontology of Leadership. The Leadership Quarterly, 19, 635-653.
http://dx.doi.org/10.1016/j.leaqua.2008.09.003 [11] Edwards, A. (2009). Relational Agency in Collaborations for the Well-Being of Children and Young People. Journal of Children’s Services, 4, 33-43.
http://dx.doi.org/10.1108/17466660200900004 [12] Emirbayer, M., & Mische, A. (1998). What Is Agency? American Journal of Sociology, 103, 962-1023.
http://dx.doi.org/10.1086/231294 [13] Goodall, J., & Vorhaus, J. (2011). Review of Best Practice in Parental Engagement. London: Department of Education. [14] Guajardo, J. J., & Woodward, A. L. (2004). Is Agency Skin Deep? Surface Attributes Influence Infants’ Sensitivity to Goal-Directed Action. Infancy, 6, 361-384.
http://dx.doi.org/10.1207/s15327078in0603_3 [15] Hembree, R. (1990). The Nature, Effects, and Relief of Mathematics Anxiety. Journal for Research in Mathematics Education, 21, 33-46.
http://dx.doi.org/10.2307/749455 [16] Jeynes, W. (2012). A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students. Urban Education, 47, 706-742.
http://dx.doi.org/10.1177/0042085912445643 [17] Jeynes, W. H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37, 99-116.
http://dx.doi.org/10.1300/J002v37n03_06 [18] Johnston-Wilder, S., & Lee, C. (2008). Does Articulation Matter When Learning Mathematics? Proceedings of the British Society for Research into Learning Mathematics, 28, 54-59. [19] Johnston-Wilder, S., & Lee, C. (2010). Developing Mathematical Resilience. BERA Annual Conference 2010, University of Warwick, 1-4 September 2010. [20] Johnston-Wilder, S., Lee, C., Garton, L., Goodlad, S., & Brindley, J. (2013). Developing Coaches for Mathematical Resilience. ICERI 2013: 6th International Conference on Education, Research and Innovation, Seville, 18-20 November 2013. [21] MacDonald, G., & Valdivieso, R. (2001). Measuring Deficits and Assets: How We Track Youth Development Now, and How We Should Track It. Trends in Youth Development, 6, 155-186.
http://dx.doi.org/10.1007/978-1-4615-1459-6_6 [22] Miller, D. K. (1984). Conditions Affecting the Occurrence of Causal Attributions in Response to a Learned Helplessness Induction. Lubbock: Doctor of Philosophy, Texas Tech University. [23] Morrison, G. M., & Allen, M. R. (2007). Promoting Student Resilience in School Contexts. Theory into Practice, 46, 162-169.
http://dx.doi.org/10.1080/00405840701233172 [24] OECD (2013). Mathematics Self-Beliefs and Participation in Mathematics-Related Activities. PISA 2012 Results: Ready to Learn-Students’ Engagement, Drive and Self-Beliefs (Volume III). PISA, OECD Publishing.
http://www.oecd.org/pisa/keyfindings/PISA2012-Vol3-Chap4.pdf [25] Overmier, J. B. (2002). On learned Helplessness. Integrative Physiological & Behavioral Science, 37, 4-8.
http://dx.doi.org/10.1007/BF02688801 [26] Overmier, J. B., & Seligman, M. E. P. (1967). Effects of Inescapable Shock upon Subsequent Escape and Avoidance Learning. Journal of Comparative and Physiological Psychology, 1, 23-33. [27] Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The Effects of Choice on Intrinsic Motivation and Related Outcomes: A Meta-Analysis of Research Findings. Psychological Bulletin, 134, 270-300.
http://dx.doi.org/10.1037/0033-2909.134.2.270 [28] Rotenberg, V. S. (2012). Religious Education as a Prevention of Learned Helplessness and Depression: Theoretical Consideration. ANS: The Journal for Neurocognitive Research, 54, 1-9. [29] Russell, R. A. (2002). Parents Helping Their Children with Mathematics. Ph.D. Thesis, Bristol. [30] Schoon, I. (2006). Risk and Resilience: Adaptations in Changing Times. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511490132 [31] Seligman, M. E. (1972). Learned Helplessness. Annual Review of Medicine, 23, 407-412.
http://dx.doi.org/10.1146/annurev.me.23.020172.002203 [32] Sewell Jr., W. H. (1992). A Theory of Structure: Duality, Agency, and Transformation. American Journal of Sociology, 98, 1-29.
http://dx.doi.org/10.1086/229967 [33] Singer, M. (2012). Human Behavior in the Prison Environment: Adaptation as Survival. Journal of Diverse Social Work, 3, 53. [34] Stake, R. E. (1967). The Countenance of Educational Evaluation. Teachers College Record, 68, 523-540. [35] Thomas, G. (2011). A Typology for the Case Study in Social Science Following a Review of Definition, Discourse, and Structure. Qualitative Inquiry, 17, 511-521.
http://dx.doi.org/10.1177/1077800411409884 [36] Vincent, C. (2001). Social Class and Parental Agency. Journal of Education Policy, 16, 347-364.
http://dx.doi.org/10.1080/0268093011-54344 [37] Waxman, H. C., Gray, J. P., & Padron, Y. N. (2003). Review of Research on Educational Resilience. Berkeley, CA: UC Center for Research on Education, Diversity and Excellence. https://escholarship.org/uc/item/7x695885 [38] Wiggins, J. S. (1991). Agency and Communion as Conceptual Coordinates for the Understanding and Measurement of Interpersonal Behavior. In D. Cicchetti, & W. M. Grove (Eds.), Thinking Clearly about Psychology: Essays in Honor of Paul E. Meehl (pp. 89-113). Minneapolis, MN: University of Minnesota Press. [39] Wyness, M. G. (2010). Children and Young People’s Participation within Educational and Civic Settings: A Comparative Case Study Approach to Research. In D. Hartas (Ed.), Educational Research and Inquiry: Qualitative and Quantitative Approaches. London: Continuum International Publishing Group. [40] Zaretskii, V. (2009). The Zone of Proximal Development: What Vygotsky Did Not Have Time to Write. Journal of Russian and East European Psychology, 47, 70-93.
http://dx.doi.org/10.2753/RPO1061-0405470604
[1] Abramson, L. Y., & Sackheim, H. A. (1977). A Paradox in Depression: Uncontrollability and Self-Blame. Psychological Bulletin, 84, 838-851.
http://dx.doi.org/10.1037/0033-2909.84.5.838 [2] Abramson, L. Y., Seligman, M. E., & Teasdale, J. D. (1978) Learned Helplessness in Humans: Critique and Reformulation. Journal of abnormal psychology, 87, 49.
http://dx.doi.org/10.1037//0021-843X.87.1.49 [3] Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84, 191.
http://dx.doi.org/10.1037/0033-295X.84.2.191 [4] Bandura, A. (2000). Exercise of Human Agency through Collective Efficacy. Current Directions in Psychological Science, 9, 75-78.
http://dx.doi.org/10.1111/1467-8721.00064 [5] Bayne, T. (2008). The Phenomenology of Agency. Philosophy Compass, 3, 182-202.
http://dx.doi.org/10.1111/j.1747-9991.2007.00122.x [6] Benard, B. (1991). Fostering Resiliency in Kids: Protective Factors in the Family, School, and Community. Portland, OR: Northwest Regional Educational Laboratory. [7] Biesta, G., & Tedder, M. (2006). How Is Agency Possible? Towards an Ecological Understanding of Agency-as-Achievement. Learning Lives: Learning, Identity, and Agency in the Life Course. Working Paper Five, Exeter: Teaching and Learning Research Programme. [8] Chinn, S., & Ashcroft, J. (2002). The Use of Patterns. In T. Miles, & E. Miles (Eds.), Dyslexia and Mathematics (pp. 94-119). London: Routledge. [9] Desforges, C., & Abouchaar, A. (2003). The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review. London: Department of Education and Skills. [10] Drath, W. H., McCauley, C. D., Palus, C. J., Van Velsor, E., O’Connor, P. M., & McGuire, J. B. (2008). Direction, Alignment, Commitment: Toward a More Integrative Ontology of Leadership. The Leadership Quarterly, 19, 635-653.
http://dx.doi.org/10.1016/j.leaqua.2008.09.003 [11] Edwards, A. (2009). Relational Agency in Collaborations for the Well-Being of Children and Young People. Journal of Children’s Services, 4, 33-43.
http://dx.doi.org/10.1108/17466660200900004 [12] Emirbayer, M., & Mische, A. (1998). What Is Agency? American Journal of Sociology, 103, 962-1023.
http://dx.doi.org/10.1086/231294 [13] Goodall, J., & Vorhaus, J. (2011). Review of Best Practice in Parental Engagement. London: Department of Education. [14] Guajardo, J. J., & Woodward, A. L. (2004). Is Agency Skin Deep? Surface Attributes Influence Infants’ Sensitivity to Goal-Directed Action. Infancy, 6, 361-384.
http://dx.doi.org/10.1207/s15327078in0603_3 [15] Hembree, R. (1990). The Nature, Effects, and Relief of Mathematics Anxiety. Journal for Research in Mathematics Education, 21, 33-46.
http://dx.doi.org/10.2307/749455 [16] Jeynes, W. (2012). A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students. Urban Education, 47, 706-742.
http://dx.doi.org/10.1177/0042085912445643 [17] Jeynes, W. H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37, 99-116.
http://dx.doi.org/10.1300/J002v37n03_06 [18] Johnston-Wilder, S., & Lee, C. (2008). Does Articulation Matter When Learning Mathematics? Proceedings of the British Society for Research into Learning Mathematics, 28, 54-59. [19] Johnston-Wilder, S., & Lee, C. (2010). Developing Mathematical Resilience. BERA Annual Conference 2010, University of Warwick, 1-4 September 2010. [20] Johnston-Wilder, S., Lee, C., Garton, L., Goodlad, S., & Brindley, J. (2013). Developing Coaches for Mathematical Resilience. ICERI 2013: 6th International Conference on Education, Research and Innovation, Seville, 18-20 November 2013. [21] MacDonald, G., & Valdivieso, R. (2001). Measuring Deficits and Assets: How We Track Youth Development Now, and How We Should Track It. Trends in Youth Development, 6, 155-186.
http://dx.doi.org/10.1007/978-1-4615-1459-6_6 [22] Miller, D. K. (1984). Conditions Affecting the Occurrence of Causal Attributions in Response to a Learned Helplessness Induction. Lubbock: Doctor of Philosophy, Texas Tech University. [23] Morrison, G. M., & Allen, M. R. (2007). Promoting Student Resilience in School Contexts. Theory into Practice, 46, 162-169.
http://dx.doi.org/10.1080/00405840701233172 [24] OECD (2013). Mathematics Self-Beliefs and Participation in Mathematics-Related Activities. PISA 2012 Results: Ready to Learn-Students’ Engagement, Drive and Self-Beliefs (Volume III). PISA, OECD Publishing.
http://www.oecd.org/pisa/keyfindings/PISA2012-Vol3-Chap4.pdf [25] Overmier, J. B. (2002). On learned Helplessness. Integrative Physiological & Behavioral Science, 37, 4-8.
http://dx.doi.org/10.1007/BF02688801 [26] Overmier, J. B., & Seligman, M. E. P. (1967). Effects of Inescapable Shock upon Subsequent Escape and Avoidance Learning. Journal of Comparative and Physiological Psychology, 1, 23-33. [27] Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The Effects of Choice on Intrinsic Motivation and Related Outcomes: A Meta-Analysis of Research Findings. Psychological Bulletin, 134, 270-300.
http://dx.doi.org/10.1037/0033-2909.134.2.270 [28] Rotenberg, V. S. (2012). Religious Education as a Prevention of Learned Helplessness and Depression: Theoretical Consideration. ANS: The Journal for Neurocognitive Research, 54, 1-9. [29] Russell, R. A. (2002). Parents Helping Their Children with Mathematics. Ph.D. Thesis, Bristol. [30] Schoon, I. (2006). Risk and Resilience: Adaptations in Changing Times. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511490132 [31] Seligman, M. E. (1972). Learned Helplessness. Annual Review of Medicine, 23, 407-412.
http://dx.doi.org/10.1146/annurev.me.23.020172.002203 [32] Sewell Jr., W. H. (1992). A Theory of Structure: Duality, Agency, and Transformation. American Journal of Sociology, 98, 1-29.
http://dx.doi.org/10.1086/229967 [33] Singer, M. (2012). Human Behavior in the Prison Environment: Adaptation as Survival. Journal of Diverse Social Work, 3, 53. [34] Stake, R. E. (1967). The Countenance of Educational Evaluation. Teachers College Record, 68, 523-540. [35] Thomas, G. (2011). A Typology for the Case Study in Social Science Following a Review of Definition, Discourse, and Structure. Qualitative Inquiry, 17, 511-521.
http://dx.doi.org/10.1177/1077800411409884 [36] Vincent, C. (2001). Social Class and Parental Agency. Journal of Education Policy, 16, 347-364.
http://dx.doi.org/10.1080/0268093011-54344 [37] Waxman, H. C., Gray, J. P., & Padron, Y. N. (2003). Review of Research on Educational Resilience. Berkeley, CA: UC Center for Research on Education, Diversity and Excellence. https://escholarship.org/uc/item/7x695885 [38] Wiggins, J. S. (1991). Agency and Communion as Conceptual Coordinates for the Understanding and Measurement of Interpersonal Behavior. In D. Cicchetti, & W. M. Grove (Eds.), Thinking Clearly about Psychology: Essays in Honor of Paul E. Meehl (pp. 89-113). Minneapolis, MN: University of Minnesota Press. [39] Wyness, M. G. (2010). Children and Young People’s Participation within Educational and Civic Settings: A Comparative Case Study Approach to Research. In D. Hartas (Ed.), Educational Research and Inquiry: Qualitative and Quantitative Approaches. London: Continuum International Publishing Group. [40] Zaretskii, V. (2009). The Zone of Proximal Development: What Vygotsky Did Not Have Time to Write. Journal of Russian and East European Psychology, 47, 70-93.
http://dx.doi.org/10.2753/RPO1061-0405470604