Regional and Gender Factors in Mastering Subject Knowledge (Using Mathematics as an Example)
https://doi.org/10.26907/esd.21.2.13
EDN: YZEQUW
Abstract
The necessity to reduce the regional educational gap and to consider gender differences in mastering mathematics underscores the relevance of this study. This research is the first to integrate both gender and regional aspects within the context of mathematics education. The aim of the study is to examine the process of students’ acquisition of mathematical concepts, taking into account gender and the conditions of secondary education (urban or rural areas).
This research is based on the APOS theory, which is grounded in constructivist principles. This theory describes the step-by-step formation of mathematical concepts through a sequence of mental constructions: Action, Process, Object, and Schema. The empirical material was obtained from a written survey conducted in 2024 among students of Kazan State University of Architecture and Civil Engineering. The study made it possible to determine the levels of mastery of mathematical concepts and to compare the frequency and nature of students’ errors in different regional groups. The analysis of errors at the APOS stages shows that students’ understanding of mathematical concepts differs depending on the conditions of their secondary education, urban or rural, and on gender. The findings contribute to understanding the impact of gender and regional differences on mastering mathematical concepts, providing university instructors and school teachers with valuable insights for improving instruction.
About the Authors
Nail Tuktamyshov
Kazan State University of Architecture and Civil Engineering
Russian Federation
Russian Federation
Kazan
Tatiana Gorskaya
Kazan State University of Architecture and Civil Engineering
Russian Federation
Russian Federation
Kazan
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For citations:
Tuktamyshov N., Gorskaya T. Regional and Gender Factors in Mastering Subject Knowledge (Using Mathematics as an Example). Education and Self-Development. 2026;21(2):185-198. (In Russ.) https://doi.org/10.26907/esd.21.2.13. EDN: YZEQUW
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