Numbers are fundamental mathematical concepts that underlie various other mathematical principles. This research investigates the relationship between number sense and the numeracy abilities of fifth-grade elementary school students. A cross-sectional survey method was used, with 205 respondents voluntarily participating. The results showed a reciprocal relationship between number sense and numeracy in elementary school students. Emphasising number sense can enhance flexibility in numeracy solutions. Number sense can be developed through assigning math tasks related to the students' environment or associating it with other learning processes. The study emphasises the importance of number sense in the primary school mathematics curriculum.

Mathematical Failures of Girls and Members of Ethnic Minorities. Causes, Explanations, and Remedial Measures in the Light of Educational Ideologies

In this article I discuss the question: „What is mathematics really all about?” How mathematics is viewed is significant on many levels, especially in education and society. For many years, sociologists of mathematics education, have stressed that mathematics acts as a gatekeeper: mathematics more than any other subject, has been cast in the role as an ,,objective” judge. The main purpose of this article is to conjoin several sets of problems such as the mathematical underparticipation of women and ethnic minorities , the sense of cultural alienation from mathematics felt by many social groups, mathematics in the process of transmission of social and political values, its role in the unequal distribution of power and the social nature of mathematics as a discipline.

The Role of Cultural Gender in Musicological Research – Outline of the Research Field of Feminist Musicology

This article’s aim is to follow new directions in musicology research, that aspire to be interdisciplinary in character and to focus on cultural, analitical and critical approach to music. Almost entirely unknown to Polish readers, this research, defined as “new” musicology, refers to ethnomusicology and sociology of music’s outputs, and tries to apply some of the methods used in those disciplines to analyze classical Western music. Feminist musicology, on which I focus the most, is a still evolving, very popular in the US and at the same time very wide field of study. It’s analyses, although they are sometimes ideological, are one of the most interesting examples of widening the frames of traditional musicology, that are worth knowing. Not assuming to exhaust the topic, I find it crucial to outline the fields of research for this discipline.

Women and children are disproportionately those seeking immigration relief in the United States, and women lawyers are disproportionately those helping them. But it can’t be just women lawyers doing the helping. This article addresses immigration pro bono legal work, which is primarily conducted by women, and its impact on access to justice in the United States. Using a gender lens, the article examines naturalization, birthright citizenship, asylum and Temporary Protected Status, which is newly available for people from Ukraine and from Afghanistan. Immigration is an important area of focus for pro bono work, because without this help many people will stay in poverty and live on the margins of society.

The purpose of this paper is to present the analyses of the discursive strategies of constructing gender difference in the articles published in the Science in Poland bulletin. This bulletin is an important platform for the popularization of Polish and world science. It is funded by the Ministry of Science and Higher Education in Poland. In the article, I assume that gender is a socially constructed structure (including discursive) level, about the difference between men and women, especially anatomically. Starting from the assumptions of the theory of discourse, which is understood as the process of producing and reproducing social meaning, the analysis includes articles published on the website between 2005 and 2010. In the first part of the paper, I introduce the definition of gender and gender beliefs, which are an important context for the analysis. Then, the content and the method of research (the analysis of discourse) are characterized. In the last part of the paper, the results of research characterizing the main discursive strategies reproducing gender in polarized, homogeneous, and universal categories are presented.

Academic literature has extensively studied the relationship between classroom attendance and academic performance in higher education. However, there is a lack of specific studies on higher education in tourism. To address this gap, this study investigates the correlation between class attendance and grades achieved by students in the Tourism Degree programme at the University of Zaragoza. The research incorporates variables of interest such as gender, academic year and course repetition, significantly contributing to the proposed predictive model. The subgroup analysis shows that women and students who do not repeat courses exhibit higher attendance rates and achieve better academic outcomes. Class attendance and course repetition are the most influential factors affecting students’ final grades.

According to Wilhelm von Humboldt, the founder of the philosophy of language, the formation of objects and concepts in our minds, as well as everything we receive from the outside, is achieved through language. Our understanding of the world is possible through the use of culture and language. That is, if there were no language, there would be no intelligence. Because of the culture and intelligence, we acquire through language, each person exists as a reflection of the prevailing worldview. Each stage of cultural development is connected and comprehended through language. Language is not a tool for describing the known, but a tool for discovering the unknown. The true power of language lies in its constructiveness.

The paper deals with gender differences in achievement motivation of university students as well as searches for specific aspects of personality that participate in achievement motivation. At the same time it presents an overview of the number of differences found out by means of LMI methodology.

The article is a summary of the extensive research into a technical competence and technical profession preference of the senior primary grades. In total, 1650 pupils from 6th, 7th and 8th grades of the Moravian Silesian Region of the Czech Republic participated in the survey. Standard psycho-diagnostic methods were used. In addition, a new method for measurement of technical and practical comprehension was created. Our results show that there are no differences between girls and boys in intellectual abilities within the frame of single subtests. However, statistically significant differences only appear in psychomotor tempos kills and visual perception in favor of girls. Boys have got higher performance in the test of technical and practical understanding.

The purpose of this study was to examine the attitudes of the pre-service teachers toward the use of the computer in mathematics classrooms. This study was conducted with 378 Turkish pre-service teachers (195 pre-service elementary school (PES) teachers, 183-pre-service mathematics (PM) teachers). Data were collected with an “Information Form for Computer Use” and a “Computer Attitude Scale for Teaching Mathematics” (CASTM). Th e CASTM consisted of fifteen 5-Likert scale type items and had 3 sub-factors. After the collection of quantitative data, the researchers used descriptive statistics and independent sample t-test in the analysis of the data. Results showed that there was a significant difference in the pre-service teacher’ attitudes and confidence towards the CASTM in terms of gender. It was also determined that the PM teachers’ attitudes and their confidence towards the computer were significantly higher than the PES teachers.

Gender, in particular as it relates to the Irish constitution and Irish Law, is contested and complex, encompassing issues of national identity, religious values and sovereignty. These issues have a strong impact on education and training opportunities for lone mothers. Significant policy changes have taken place in the last decade with a view to creating a more equal society. Yet, this paper argues that gendered assumptions surrounding lone mothers’ position with regard to employment, training and education remain. Society’s traditional assumption of “suitable employment for women” is not a thing of the past. Therefore, while education is one means of empowering lone mothers and freeing them from the poverty trap, it does not address the deep-rooted structural inequalities women face. This is mainly due to paid employment remaining a vulnerable area in relation to gender equality. This is particularly visible in the current economic climate. In March 2009, the ILO warned that the gender impact of the global recession is felt harder by females than males in terms of unemployment rates. This confirms the view that women are still more vulnerable than men in the labour market, which highlights the pressing need for action rather than words in relation to the existing gender equality policies. Furthermore, this paper argues that lone mothers who remain at home caring for their children should be valued and not face automatic poverty. This can only be done through some form of financial security, not by being pushed into paid employment.

This article presents research into shyness from the perspective of gender and gender identity. The research comprised a group of 240 Polish women and men (120 women and 120 men) in the period of early adulthood (20–25 years of age). The Stanford Shyness Questionnaire (Zimbardo, 1994) and Bem Sex Role Inventory (Polish version, Kuczyńska, 1992) were used. Gender differences and differences between people of different gender identity in experiencing shyness were found, including: frequency, causes, consequences (physical, emotional, cognitive, behavioural) and strategies of coping with shyness.

The paper presents the results of research into fear of success in Polish students. The participants were 208 university students of psychology, education, political science, and physical education at the School of Physical Education. Horner’s projective method (1972, 1978 was used. The analysed variables were sex, study major, average grades, locus of control, Machiavellianism, and masculinity and femininity. Fear of success was observed in more than half of the investigated students – 62% of men and 48% of women. Multiple regression analyses showed that masculinity and Machiavellianism were the best predictors of fear of success. Fear of success occurred the least frequently in the students of physical education. The regression model explained 11% of the fear of success variables.

The underrepresentation of females in Science, Technology, Engineering, and Mathematics (STEM) disciplines remains a significant concern in many parts of the world and Nigeria is not an exception. This paper investigates the multifaceted factors influencing the representation of females in STEM disciplines within the Nigerian context by drawing upon existing literature and statistical data. The study employs a quantitative method to investigate the relationship between STEM and female participation. Using random sampling technique, 139 secondary students in Nigeria was selected as our respondents. The data collection was administered through a self-monitored questionnaire. Multiple regression analysis was used to test the relationship between STEM and female participation by investigating the various socio-cultural, educational, and institutional factors that could have an impact on the participation of women in STEM careers. This study confirms that several factors such as societal perceptions of gender roles, geographical region, influence from family, parents’ level of education and significantly influences female’s participation in STEM careers within the Nigeria context. Additionally, the paper examines potential strategies and interventions to address these challenges and promote gender equity and inclusivity in STEM fields. This study’s findings underscore the importance of targeted initiatives at multiple levels at both local and national levels – to foster a supportive environment for female’s participation and advancement in STEM disciplines in Nigeria. This research contributes to the growing body of knowledge on gender diversity in STEM and offers valuable insights for policymakers, educators, employers, and advocates working towards gender equality in science and technology disciplines in Nigeria and beyond.

This study investigates differences in computational thinking (CT) skills among university students by gender and age. Using a quantitative crosssectional design, data were collected from 259 pre-service teachers aged 19-22. Results indicated a significant gender difference in CT skills (p = 0.000), with male students outperforming female peers. Although no individual age-related differences were found (p = 0.331), a significant interaction between gender and age was observed (p = 0.002). These findings highlight the need for educational strategies that inclusively foster CT skills development, addressing gender disparities to create a balanced learning environment for all students.

The purpose of this study conducted according to the survey model is to utilize the “Scale of Attitudes Towards Reading” developed by Ünal (2006) and thereby assess the reading attitudes of elementary school students based on different variables. The working group consists of 746 students of the fourth and fifth grades of official elementary schools attached to central Niğde province. In the light of the data obtained the results show that while students have a positive attitude to reading, there are meaningful differences in their reading attitudes based on the schools they attend, their gender and their regular reading habits, while their reading attitudes based on grade levels and their parents’ level of education do not show a meaningful difference.

Holistic concepts like culture have faced criticism for potentially shielding research from rigorous empirical testing. This study investigates whether cultural distinctions between Swedish-speaking and Finnish-speaking students can be empirically supported: that is, the microfoundations of school cultures. Specifically, the study compares the antecedent of sisu (self-discipline) among 15- to 17-year-old Swedes, Finnish-speaking Finns, and Swedish-speaking Finns. Using structural equation modelling on crosssectional survey data, we estimated and compared path coefficients and descriptive statistics from 2,691 participants. The findings reveal notable differences among Finnish-speaking Finns concerning the relationship between internet use in school and sisu, which also manifest as genderspecific differences, as the negative association between increased internet use in class and sisu is more pronounced among boys than girls. This gender discrepancy is less evident among Swedes and Swedish-speaking Finns. Another significant finding pertains to the relationship between obedience and sisu among Finnish-speaking Finns. For girls, there is a moderate positive association, while no such relationship exists for boys, indicating that Finnish-speaking girls are more likely than boys to respect teachers’ authority. This gender difference is not observed among Swedish-speaking Finns or Swedes. Overall, Swedish-speaking Finns exhibit path coefficient patterns more similar to Swedes than to Finnish-speaking Finns.

The objective of this study is the evaluation of the writing disposition of sixth grade students from the perspective of different variables using the Writing Disposition Scale developed by Piazza & Siebert (2008) and adopted into Turkish by İşeri & Ünal (2010). At the conclusion of this study we note that the writing disposition of elementary school sixth grade students in the confidence and passion sub-categories, and in the scale as a whole, showed meaningful differences according to the school they attended but that a meaningful difference in writing disposition could not be observed in the persistence sub-category

Students in today’s universities encounter a variety of stressors that can affect their level of academic engagement. Understanding the influence of individual characteristics on students’ levels of stress and academic engagement can help universities develop effective strategies to support their well-being and academic success. This paper explores the dynamics between demographic factors, political orientations, stress, and academic disengagement among first-year undergraduate students in the western U.S. Through a survey administered to 337 students, we found demographic differences in stress levels, political orientations, and academic disengagement. In addition, students’ political orientation mediated the relationship between gender and stress for heterosexual students, but not for sexual minorities. We discuss implications for theory and practice.