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This paper deals with the issue of interdisciplinarity in literature, tracing the mathematical influences -- and particularly those of the incompleteness theorems by Kurt Gödel -- on the literary works of Hans Magnus Enzensberger. Our attention is focused on Enzensberger's publications in mathematics, on his poem Hommage à Gödel, and his montage epos The Sinking of the Titanic. This paper submits a new, interdisciplinary interpretation of the poem Hommage à Gödel as a kind of art manifesto, and comes to the conclusion that the reason Enzensberger finds the incompleteness theorems so interesting is that they offer a scientific basis for undecidable problems and paradoxes. He applies Gödel's theorems to literature, where they enable a creative, playful oscillation between two positions or aspects of an undecidable problem and self-reference in literature. [ABSTRACT FROM AUTHOR]

The aim of this study was to develop a research tool for assessing high school students’ academic self-efficacy, which is not yet available in the Czech environment. The research sample consists of 1717 high school students from all regions of the Czech Republic. The research included secondary vocational schools and grammar schools. Pupils filled in the questionnaire for Czech language and for mathematics. The final research tool is highly reliable and also its validity has been verified. Furthermore, the significant relationship between measured academic self-efficacy and the popularity of the school subject was found. Also the link with the school grade, the type of school, specific learning and behavioral disorders and other variables was confirmed. [ABSTRACT FROM AUTHOR]

The article proposes a method of training in addition and subtraction through base 10. This is considered the most difficult arithmetic material for third grade pupils with a mild degree of mental disability. In this context the article presents an approach, basic idea and strategies intended to encourage mathematical skills in pupils with mental disability. It offers some of the result of the VEGA project no. 1/0789/14 “Determinants and Deviations of the Development of Children of School Age with Health Disabilities in Somato-Pathological, Psycho-Educational, Communicational and Social Areas”. [ABSTRACT FROM AUTHOR]

Despite a rich research done abroad which has confirmed a strong influence of self-efficacy on performance and attitudes in relation to mathematics, there has been paid little attention to this concept in the Czech Republic. This article introduces the concept of self-efficacy and domainspecific self-efficacy in mathematics while also presents realized research with two main goals: 1) to develop and verify a Czech scale of mathematical self-efficacy for primary and secondary schools 2) to find out the relationship between mathematical self-efficacy and performance in mathematics. In the research group, there were 436 boys and girls from fourth and eighth grades. They completed a scale of mathematical self-efficacy, a mathematical questionnaire and a mathematical test with tasks provided by TIMSS 2007 project. The final Czech scale of mathematical self-efficacy consist of 30 items with a five-point evaluation scale and reports high reliability (Cronbach's alpha = 0,9). Mathematical self-efficacy significantly correlated with performance in the mathematical test. There was also a significant difference in the level of selfefficacy between younger and older children. [ABSTRACT FROM AUTHOR]

Goals. Phenomenon of stereotype threat is considered to be one of the causes of gender differences in mathematics. It occurs in achievement situations, in which the girls are aware of lower expectations of surroundings related to them. The paper presents the results of an experimental study of gender stereotype threat in mathematics. The goal of the study was to verify if this phenomenon exists also in Czech female pupils. Sample and procedure. The research sample consisted of male and female pupils of the eighth grade of basic schools and corresponding grades of multi-year grammar schools who were divided into the experimental and control groups. In the first phase, the measure of identification with mathematics and the measure of gender stereotypicity were assessed. Some weeks later, the mathematical test was assigned to pupils, which introduction included an experimental manipulation aiming to activate the gender stereotype in girls. Hypotheses. The authors expected that the activation of gender stereotype will lead to lower achievement in mathematical test in girls. Statistical analyses. Data were analyzed by means of series of four hierarchic regressions, in which the common predictors were the note in mathematics in the first step, the group in the second step, and factors of further followed variables were added into particular models in the third step. Results. The results of the study confirmed the existence of phenomenon of stereotype threat in Czech female pupils: the activation of the gender stereotype led to lowering of the achievement in the mathematical test in girls, the similar effect did not occur in boys. Limits. The potential limit of the study can be the high heterogeneity of the sample, given by different types of school educational programs and used textbooks. [ABSTRACT FROM AUTHOR]