Abstract Mathematical resilience is crucial for students’ academic success, yet many teaching methodologies overlook the anxiety and negative attitudes frequently associated with learning mathematics. This study examines the impact of integrating Assessment for Learning (AfL) and Differentiated Instruction (DI) on fostering mathematical resilience among elementary students. A quasi-experimental design was employed with 70 fifth graders divided into an experimental group (n = 35) and a control group (n = 35). The experimental group received mathematics instruction through a structured four-phase AfL-DI framework, while the control group was taught using conventional methods. Mathematical resilience was assessed through pre- and post-tests, and data were analyzed using Analysis of Covariance (ANCOVA). Results indicated a statistically significant and statistically significant and large intervention effect on post-test scores after adjusting for pre-test scores, F (1, 67) = 236. 63, p < 0. 001, with a very large effect size (partial η 2 = 0. 779). Students in the experimental group exhibited higher resilience (Mₚost = 79. 20) compared to the control group (Mₚost = 63. 31). The non-significant pre-test covariate (p = 0. 582) suggests inclusivity across different initial levels. These findings underscore the AfL-DI model as an effective and equitable pedagogical approach for cultivating mathematical resilience and fostering supportive learning environments.
Fatimah et al. (Thu,) studied this question.