Student-Facing Mathematics Coaching for Mathematical Resilience
Fatih Kaleci
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Source: Crossref
Published: Oct 2, 2026
DOI: 10.4018/979-8-2600-4280-9.ch011
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Mathematics often functions as both a cognitive challenge and an emotionally demanding school experience, particularly for students who encounter anxiety, low confidence, avoidance, or repeated failure. This chapter per the authors proposes a theoretically integrated model of student-facing mathematics coaching as a structured, dialogic, and relationally responsive support process designed to strengthen mathematical resilience. The model brings together ecological systems theory, self-efficacy theory, mindset theory, self-regulated learning, cognitive appraisal theory, and self-determination theory to explain how coaching can connect contextual learning conditions with five learner-level domains: cognitive-belief, affective, metacognitive, mathematical identity, and behavioural-participatory development. The chapter also defines the operational features of mathematics coaching, including practitioner competencies, programme structure, and session phases.
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