A quasi-experimental study: cultivating mathematical resilience via intervention in Chinese classrooms

This study evaluates the efficacy of a culturally adapted Chinese Resilience Intervention Module in enhancing mathematical resilience among university students, grounded in the Sidek resilience framework.

Mathematical resilience was measured using the validated Chinese Mathematical Resilience Scale. The intervention underwent expert validation for cultural and pedagogical relevance. A quasi-experimental design compared outcomes between intervention and control groups, with a one-month retention test assessing sustainability.

Results demonstrated sustained improvements in resilience scores for the experimental group, persisting through follow-up assessments.

The findings support the intervention's potential for identifying at-risk learners and informing targeted support strategies in STEM education. Limitations include geographical specificity to Eastern China and short-term follow-up. This work advances interdisciplinary approaches to resilience-focused pedagogy, advocating for integrated teaching-assessment systems to mitigate mathematical learning barriers.