Education sector is going back to the face-to-face or the in-person instruction. One of the qualities that the learners need to be able to come back to school is their Mathematical resilience. Mathematical resilience is an orientation to produce a favorable mechanism to respond to difficulties in learning Mathematics (Hutauruk and Priatna, 2017). Pulungan, Retnawati and Jaedun (2022) shared five dimensions of Mathematical resilience. These are the implementation and use of Mathematics learning platforms, the adaptation of learners in learning Mathematics, the learners belief in learning Mathematics, the learners' communication skills during Mathematics learning, and the support in learning Mathematics. For this study, the last four of these factors are hypothesized to be the dimensions of the Mathematical resilience of the learners.

This study generally aims to determine the Mathematical model of the Mathematical resilience of the 309 learner respondents from the Senior High School STEM learners in the Schools Division of Nueva Vizcaya. A modified questionnaire is used to gather information from the learner-respondents. Multiple Linear Regression was utilized to model the learners level of mathematical resilience.

The results revealed that the STEM learners of Nueva Vizcaya are resilient. Moreover, the Mathematical model of the Mathematical resilience of the Senior High School STEM learners in the Schools Division of Nueva Vizcaya indicates that there is a positive relationship between the three predictors namely, final grade in Pre-calculus, Grade Level, and ADM experienced; and the learners' level of Mathematical resilience.

Keywords: In-Person Instruction, Mathematical Resilience, Dimensions, STEM

Thesis (Master of Arts in Teaching - Mathematics)

Includes appendices and bibliographical references