The Relationship Between Mathematical Thinking and Resilience in Number Sequence Lesson Through Ethnomathematics Among Pre-service Primary School Teachers

¹ Doctoral School of Mathematical and Computational Sciences, University of Debrecen, Egyetem tér 1, 4032, Debrecen, Hungary
² Primary School Teacher Education Study Program, Sanata Dharma University, Jalan Affandi, Mrican, 55281 Yogyakarta, Indonesia

^* Corresponding author: christiyantia@science.undeb.hu

Abstract

This research investigates the relationship between mathematical thinking and resilience in 31 pre-service primary school teachers, explicitly focusing on a number sequence lesson using ethnomathematics. Mathematical thinking, crucial for effective teaching, is a cognitive process that depends on overcoming challenges and is closely connected to resilience. By incorporating ethnomathematics, which integrates mathematics into cultural practices and real-world situations, the study examines how this approach supports the development of mathematical thinking and resilience. Participants were evaluated on their resilience and mathematical thinking during lessons. The findings revealed that the relationship between mathematical thinking assessment (MTA) and resilience scale of mathematics (RSM) using the Pearson Correlation test is r_MTA*RSM = 0.116 > 0.05. These results show no significant relationship between resilience and mathematical thinking. These results highlight the importance of including culturally relevant pedagogies like ethnomathematics in teacher education programs to better equip future educators for diverse classroom settings.