The results of relevant cross-cultural research related to academic performance have shown that the field of mathematics learning is the one with higher rates of school failure in relation to other areas of learning. Mathematics learning can produce stress for some students and it is also shown that this anxiety about mathematics learning has a strong correlation with performance in this area. The aforementioned studies show relevant variables- both in terms of gender of students and teaching strategies- in attitudes coping mathematical tasks by the students. Therefore it is highlighted the scope of mathematics as the one with the highest percentage of students with problems in their learning at international and transcultural level, and the role that academic resilience can develop toward this difficulties through an interactive process between development factors and socio-educational context.
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