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V diplomskem delu raziskujem vlogo staršev pri vzgoji in izobraževanju na daljavo na lokalni ravni. V teoretičnem delu najprej predstavim konstrukcije spolov, spolne vloge in delitev dela po spolu. Osredotočim se tudi na starševstvo, pri čemer opredelim fenomen novega očetovstva in prikažem, kako miti o materinstvu vplivajo na materinstvo danes. V osrednjem poglavju se posvetim izobraževanju na daljavo in problematiki varstva v času epidemije bolezni covid-19. V raziskovalnem delu predstavim kvalitativno raziskavo, ki sem jo izvedla v občini Žiri po metodi fokusne skupine s starši in po metodi krajšega intervjuvanja učiteljic z Osnovne šole Žiri in strokovne delavke v Dnevnem centru Škofja Loka. Ugotovila sem, da sta otrokom pri učenju pomagala oba starša, mame pa so bile v večini tiste, ki so vzdrževale kontakt s šolo. Starši so morali otrokom med učenjem na daljavo pomagati bolj kot pred šolanjem na daljavo kljub temu, da je šola povečala obseg učne pomoči otrokom in jim zmanjšala obseg snovi. Ugotovila sem tudi, da je veliko težavo predstavljalo slabo znanje uporabe računalnika. Varstva otrok šola med epidemijo ni mogla zagotoviti, zato je večina za pomoč prosila družinske člane, stare starše in sorodnike, kljub temu da so obstajale druge možnosti, kot na primer vključitev otroka v Dnevni center za otroke in mladostnike Škofja Loka - Mesto. The diploma thesis researches the role of parents in education and care during distance learning in the local environment. The theoretical part focuses on the social construction of gender, gender roles and gender task delegation. Furthermore, the focus is set on parenting and the phenomenon of the modern fatherhood as well as the influence of myths of mothers on the motherhood today. The central part of the diploma thesis tackles distance learning and the problematics of child care during the Covid-19 epidemic. In the research part, the qualitative research is presented, which was conducted in the municipality of Žiri. The methods used in the research were a focus group with parents and short interviews with primary school teachers and a social worker of the Daily centre Škofja Loka. The results of the research show that both parents, mothers and fathers, helped their children with learning during the epidemic, whereas mainly mothers were in contact with school. Parents confirmed that their children needed more of their support during the distance learning, despite the fact that their school offered more learning support and reduced the amount of school obligations. Another dilemma, which the families needed to deal with, was lack of computer skills. Furthermore, as the school could not provide any child care during the epidemic, parents normally sought for help their relatives, even though there were other possibilities, like bringing their children to the Daily centre for children and youth Škofja Loka – Mesto.

V teoretičnem delu naloge predstavljamo frazeologijo, kako je vpeta v pouk slovenščine, pa tudi drugih predmetov, sprašujemo se o vzrokih učnih težav, kako jih prepoznavamo, in kakšne so značilnosti učencev z učnimi težavami. Odgovore na zastavljena vprašanja iščemo v okviru učne diferenciacije in individualizacije ter učne pomoči. Pri učni diferenciaciji in individualizaciji se osredotočamo predvsem na oblike dela v homogenih in heterogenih skupinah, pri učni pomoči pa predstavljamo petstopenjski model nudenja pomoči, ki poskuša reševati učne težave sistemsko in vse oblike pomoči združi v celoto. V empiričnem delu naloge raziskujemo frazeologijo v tradicionalni in sodobni pravljici, in sicer nas zanima, kako pogosti so frazemi v obravnavanih delih, katere besedne vrste frazemov prevladujejo, kakšne so modifikacije, variante in prenovitve frazemov, opazujemo pa tudi s frazemi izraženo vrednotenjsko konotacijo. Preverjamo razumevanje frazeologije, s katero se osnovnošolci srečujejo v mladinskih delih, med devetošolci, in sicer nas zanima, če se rezultati glede na vključenost v homogene in heterogene skupine razlikujejo. Ugotavljamo tudi, kako učenci ocenjujejo delo in različne oblike pomoči pri pouku slovenščine v homogenih in heterogenih skupinah. Rezultati kažejo na to, da bi morala šola bolj spodbujati sposobnost metaučenja, saj učenci ne znajo najbolje spremljati in kontrolirati svojega učenja in se ne zavedajo svojih močnih in šibkih področij, da bi lahko to tudi kompenzirali. Učenci ob soočenju z učnimi težavami učno pomoč iščejo sami le občasno, največkrat pa jim pri težavah pomagajo starši. Eno od možnih ovir pri reševanju učnih težav vidimo prav v prepočasnem iskanju pomoči pri strokovnjakih, ki jo učencem z učnimi težavami lahko nudijo. Za to pa bo verjetno potrebno spremeniti stališče, da so učne težave problem in razumeti, da je iskanje pomoči samo korak več na poti k uspehu.eng In the theoretical part of the thesis we present phraseology, how it is integrated into the teaching of the Slovene language as well as other subjects, we discuss the causes of learning difficulties, how to recognize them, and what the characteristics of students with learning difficulties are. We look for the answers to these questions in the context of differentiated and individualized learning and learning assistance. When describing differentiated and individualized learning, we focus primarily on the types of work in homogeneous and heterogeneous groups. When it comes to learning assistance, we present a five-step model of providing assistance, which tries to address learning problems systemically and combines all forms of assistance into a whole. In the empirical part of the thesis we explore phraseology in traditional and contemporary fairy tales. Namely, we are interested in how common the idioms in the discussed works are, which parts of speech prevail, what the modifications, variants and changes of idioms are. We also observe the evaluative connotation, expressed with idioms. We control the understanding of phraseology with which the schoolchildren (nine graders) are faced in youth literature. Namely, we wonder if the results differ in relation to the inclusion in homogeneous and heterogeneous groups. We also observe how students evaluate the work and various forms of assistance in teaching Slovene in homogeneous and heterogeneous groups. The results show that the school should do more to promote the ability of meta learning, because students do not know exactly how to monitor and control their own learning and are not aware of their strong and weak points, so that they could compensate. When faced with learning difficulties, the students rarely search for learning assistance themselves. Mostly, their parents help them when in difficulty. One of the potential obstacles to solving learning problems is that the students seek assistance from experts when it is too late. For this we will probably need to change the point of view that learning difficulties present a problem and understand that seeking help is only a step forward on the path to success.

V svojem magistrskem delu sem preučevala specifične vidike učencev s primanjkljaji na posameznih področjih učenja v 7. razredu osnovne šole, pri geometriji. V teoretičnem delu sem predstavila učence s primanjkljaji na posameznih področjih učenja (PPPU), ki imajo izrazite težave pri branju, pisanju, pravopisu, računanju, pozornosti, pomnjenju, mišljenju, koordinaciji, komunikaciji, socialnih sposobnostih in emocionalnem dozorevanju. Ti primanjkljaji učencem pogosto otežujejo uspešno napredovanje pri matematiki, posledično pa tudi na ostalih predmetnih področjih in pri vsakodnevnih opravilih. Preučevala sem, v kolikšni meri avtorsko zasnovan trening v obliki dodatne strokovne pomoči kot učne pomoči za razvoj geometrijskih spretnosti in znanj vpliva na uspešnost učencev s PPPU pri geometriji. Cilj magistrskega dela je načrtovanje, oblikovanje, izvedba in evalvacija treninga za razvoj geometrijskih spretnosti in znanj v 7. razredu osnovne šole, ki bo sodelujočim učencem s PPPU omogočil boljše predstave pri geometriji in lažje sledenje pri urah matematike. V trening so bili vključeni štirje učenci s PPPU, s katerimi sem predelala temo o trikotnikih, ki pokriva del sklopa geometrijski pojmi v učnem načrtu za matematiko. Trening je potekal v obliki dodatne strokovne pomoči kot učne pomoči, v katerega so bile vključene splošne in specifične strategije za poučevanje geometrije. Napredek v znanju je viden pri vseh sodelujočih učencih, zato lahko rečemo, da je bil trening uspešen. V magistrskem delu so tako predstavljene metode dela, ki so bile uporabljene med samim treningom in so lahko učiteljem matematike, ki izvajajo dodatno strokovno pomoč kot učno pomoč, v pomoč pri izvajanju le-te. In my Master's thesis, I researched specific aspects of pupils with learning deficits in the 7th grade of primary school, in geometry. The theoretical part presents pupils with learning deficits, facing difficulties with reading, writing, spelling, computing, focusing, memorizing, thinking, coordination, communication, social skills and emotional maturation. These deficits often make it difficult for pupils to progress in mathematics and consequently in other subject areas and at everyday tasks. I studied the extent to which author-based training in the form of additional technical assistance as a learning aid for the development of geometric skills and knowledge influences the performance of pupils with learning difficulties in geometry. The aim of the master's thesis is planning, designing, implementation and evaluation of training for the development of geometric skills and knowledge in 7th grade of elementary school, which will enable participants with learning deficits to perform better in geometry and follow mathematics lessons more easily. Four pupils with learning deficits were involved in the training, with whom I covered the triangles topic, which includes part of geometric concepts in the mathematics curriculum. The training took place in the form of additional technical assistance as learning aid, including general and specific strategies for teaching geometry. Progress in knowledge is visible to all participating pupils, so we can say that the training was successful. The master's thesis presents the methods of work used during the training, which can assist mathematics teachers offering additional technical help as teaching aid with providing it.

Delo z učenci z učnimi težavami nas je nagovorilo, da smo iskali nove načine za spodbujanje motiviranosti, zbranosti, ustvarjalnosti in samoizražanja. Našli smo jih v povezavi lastnega likovnega izražanja z učno pomočjo. Izdelali smo orodje, sestavljeno iz reprodukcij likovnih del (RLD), s katerim lahko "nagovorimo" učenca na različnih področjih. Delo z reprodukcijami je zajemalo analizo, opisovanje, opazovanje, izbiro in praktično delo. Raziskava je sestavljena iz pred-raziskovalnega obdobja, 1. dela in 2. dela raziskave, in zajema skupaj 52 srečanj z učencem. S kvalitativno analizo podatkov, pridobljenih s pomočjo intervjujev, dnevniških zapisov in samoocen učenca, smo ugotovili, da so te aktivnosti doprinesle k učenčevi motivaciji, zbranosti, počutju, ustvarjalnosti in k pogostosti samoizražanja. Učenčeve samoocene vseh sedmih postavk (pripravljenost za šolsko delo, sproščenost, motiviranost, radovednost, koncentracija, spočitost, varnost) izražajo pozitiven vpliv našega dela, ki je v veliki meri prispevalo k oblikovanju varnega prostora za pogovor in za šolsko delo. Ugotovili smo, da je učenčev občutek varnosti izrazito vplival na njegovo motiviranost za šolsko delo, počutje, zbranost in ustvarjalnost. Bolj usmerjeno in strukturirano delo, v 2. delu raziskave, se je pokazalo za še učinkovitejše. Raziskava predstavlja pridobitev za učenca z učnimi težavami, predvsem za soustvarjanje varnega prostora, kjer se lahko zgodijo zanj uresničljivi koraki proti skupnemu cilju. Working with children suffering from learning issues prompted us to find new possible ways to stimulate their motivation, concentration, creativity, and self-expression. We discovered a possibility in combining the expression of our fine arts works with learning support. We have developed a tool consisting of a fine arts artwork reproduction (FAR) to address the selected pupil from several aspects. The procedure entailed analysis, description, observation, choice and practical work. The research encompasses a Pre-research period, Part 1 and Part 2, and makes up altogether 52 sessions with the pupil. With a quality analysis of the data, generated with the help of interviews, journals and pupil’s self-assessments, we established that these activities had contributed to the increase of the pupil’s motivation, concentration, how he felt, creativity, and the frequency of his self-expression. The pupil’s self-assessments of all the seven items, i.e. willingness for school work, relaxedness, motivation, curiosity, concentration, restedness and security express a positive impact of our work that – to a considerable extent – contributed to the formation of a secure space for discussion and school work. We found that the pupil’s feeling of security had a pronounced impact on his motivation for school work, how he was feeling, concentration and creativity. The more directed and structured procedure in Part 2 of the research proved even more efficient. The research represents an asset for pupils with learning issues, especially in the sense of creating a secure space where, for him/her, doable steps toward a common goal can happen.

Teorija rezilientnosti preučuje dejavnike, ki večajo učinkovitost posameznika pri preseganju ovir, ki se v obdobju odraščanja povezujejo s šolanjem. Spodbujanje razvoja rezilientnosti je najučinkovitejše, ko poteka neposredno prek izkustvenega učenja. Literatura kot ključne dejavnike izpostavlja: vključujoče, varno in skrbno učno okolje, ki postavlja realno visoka pričakovanja, zagotavlja ustrezno pomoč in podporo, razvija vseživljenjske kompetence ter omogoča samostojno in aktivno participacijo. Te dejavnike poudarjajo tudi sodobna didaktično-metodična načela, zato nas je zanimalo, v kolikšni meri rezilientnost v šoli spodbujajo slovenski učitelji, čeprav s teorijo rezilientnosti niso seznanjeni. Oblikovali smo Model spodbujanja rezilientnosti v šolskem okolju in ga evalvirali na vzorcu 429 učiteljev različnih strokovnih profilov. Resiliency theory examines the factors that increase the efficiency of the individual to overcome the obstacles that in adolescence are associated with schooling. Promoting the development of resiliency is the most effective when conducted directly through experiential learning. Literature highlights an inclusive, safe and sound learning environment that sets high but realistic expectations, provides assistance and support to develop lifelong competences, and allows an independent and active participation as key factors. These factors are also highlighted by the modern didactic and methodical principles, so we were interested in the extent to which at school resiliency is promoted by Slovenian teachers, although not being familiar with the theory of resiliency. We designed a model to promote resiliency in the school environment and evaluated it on a sample of 429 teachers of different professional profiles.

Članek izpostavlja pomembnost veščin postavljanja podpore staršev pri usmerjanju matematičnega razvoja njihovega otroka. Ko starši svojemu otroku pomagajo pri učenju matematike, se postavljanja podpore običajno ne zavedajo, niti niso seznanjeni s tehnikami postavljanja podpore. V kvalitativni raziskavi, pri kateri smo uporabili narativni pristop, smo raziskovali spretnosti postavljanja podpore staršev matematikov pri matematičnem razvoju njihovih otrok. Rezultati nudijo poglobljen vpogled v vključevanje staršev, v tem primeru staršev matematikov, s poudarkom na njihovih spretnostih postavljanja podpore. Ugotovitve kažejo, da se starši matematiki zavedajo kognitivne ravni razvoja svojega otroka, da matematične dejavnosti prilagajajo otrokovi razvojni stopnji in spodbujajo otrokovo matematično razumevanje. This article discusses the importance of parents' scaffolding skills in supporting and guiding their children's mathematical development. Usually, parents are not aware of scaffolding when helping their children learn mathematics, and they are not much acquainted with scaffolding techniques. In our qualitative research where narrative approach has been used, we investigated how parents who are mathematicians scaffold their children's mathematical development. The results provide an in-depth insight into parental involvement of this special group of parents, focusing on their scaffolding practices. Our findings suggest that mathematicians are aware of their child's level of cognitive development. Furthermore, mathematicians accommodate their mathematical activities to the child's developmental level in order to encourage his or her mathematical reasoning.

Namen diplomske naloge je bil proučiti vrstniške odnose do otrok s primanjkljaji na posameznih področjih učenja in stališča vrstnikov do prejemanja učne pomoči. V prvem delu naloge so navedena teoretična izhodišča, in sicer zakonodaja, ki obravnava otroke s posebnimi potrebami v osnovni šoli ter tipi učnih težav, integracija in inkluzija otrok z učnimi težavami ter načini prilagojenega izvajanja pouka v rednem osnovnošolskem izobraževanju in nadalje značilnosti in funkcija stališč in dosedanje ugotovitve na področju vrstniških stališč do otrok posebnimi potrebami. V empiričnem delu bomo raziskali, kako vrstniki v redni osnovni šoli sprejemajo otroke s primanjkljaji na posameznih področjih učenja. V nadaljevanju naloge nas je zanimalo, ali učenci, ki ne prejemajo učne pomoči s sošolci, ki učno pomoč prejemajo sodelujejo, so pripravljeni z njimi prijateljevati in jim nuditi pomoč. V diplomski nalogi smo poskušali prikazati, kakšno je mnenje otrok glede oblik učne pomoči, ki so je otroci s primanjkljaji na posameznih področjih učenja deležni. V diplomski nalogi smo prikazali še, ali obstajajo razlike v stališčih glede sprejemanja, sodelovanja, nudenja pomoči med dečki in deklicami in razlike v stališčih glede na učni uspeh pri slovenskem jeziku in matematiki. Rezultati, pridobljeni s pomočjo anketnega vprašalnika med učenci treh osnovnih šol, kažejo, da imajo vrstniki na splošno pozitiven odnos in pozitivna stališča do sošolcev z učnimi težavami. V večini primerov jih obravnavajo kot sebi enake in so jim pripravljeni pomagati. The purpose of the diploma thesis is to examine peers points of view of children with disabilities in specific areas of learning and receiving learning aid. The first part of the thesis provides an introduction to the theoretical foundations of the research, including the legislation that deals with disabled children in primary school, types of learning disabilities, the integration and inclusion of children with learning disabilities, implementation methods of special education in regular primary education, the characteristics and the function of peers points of view of disabled children as well as previous findings in this research area. The empirical part examines the peer acceptance of children with disabilities in specific areas of learning in regular primary school. One of the key questions the diploma thesis attempts to answer is: Do students who are not receiving learning aid cooperate with those who are and are they willing to cultivate a friendship with disabled students and to help them? Furthermore the students’ opinion on the different learning aid types for children with disabilities in specific areas of learning is presented. In addition the differences in points of view of male and female students are examined as well as the differences according to the educational achievement in Slovene and mathematics. The results obtained in a questionnaire for investigating the opinion of students from three different primary schools show that peers generally have positive points of view of their disabled classmates. In most cases students with disabilities are treated equally and their non-disabled classmates are willing to help them.

V pričujoči diplomski nalogi obravnavamo romske učence, s posebnim poudarkom na romskih učencih v Osnovni šoli Kuzma in romskih učencih v Prekmurju, ki so vključeni v projekt Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti. V teoretičnem delu diplomske naloge smo predstavili Rome kot posebno etnično skupino in predstavili njihovo kulturo, predvsem pa so nas zanimali Romi v Prekmurju. Posebej smo se osredotočili na romske učence v osnovni šoli. Pregledali smo zakonske akte, navodila in strategije osnovnošolske zakonodaje za romske učence, predstavili dejavnike, ki vplivajo na učno (ne)uspešnost romskih učencev in se osredotočili na različne oblike učne pomoči, ki jih izvajajo šole. V empiričnem delu je predstavljena raziskava, ki zajema študijo primera, kot raziskovalni tehniki sta bila uporabljena intervju in anketni vprašalnik. Predstavljeni so štirje romski učenci, ki so vključeni v osnovnošolsko izobraževanje. Prikazana stališča strokovnih delavcev omenjene šole, stališča romskih staršev o izobraževanju njihovih otrok ter stališča, želje in načrti za prihodnost romskih učencev. Namen in cilj empiričnega dela je tako prikazati, povezati in primerjati stališča vseh pomembnih subjektov, ki so kakorkoli vključeni v proces vzgoje in izobraževanja Romov. Študija primera razkrije konkretne težave romskih učencev kot so poglobljene težave pri slovenskem jeziku, matematiki in tujih jezikih. V nadaljevanju ugotavljamo, da strokovni delavci šole pri romskih učencih navajajo sledeče vzroke za učne težave: slab šolski obisk, slabe učne navade in nespodbudno okolje ter poudarjajo, da so individualne oblike dela tiste, ki omogočajo boljše vzgojno-učne rezultate teh učencev. Na drugi strani starši opozarjajo, da niso preveč zadovoljni z dosežki svojih otrok in kot vzroke za učne težave navajajo slabo motivacijo za šolsko delo in premalo vloženega truda. Izkazalo se je, da ti starši svojim otrokom pri šolskem delu ne pomagajo bodisi, ker ne znajo, ali pa, ker menijo, da mora otrok delati sam. Analiza odnosa staršev in strokovnih delavcev šole je pokazala, da imajo le-ti dober, odnos strokovni delavci pa dodajajo, da pri teh starših pogrešajo iniciativnost. Vsi omenjeni so z izvajanjem učne pomoči na domu zadovoljni in poudarjajo, da le-ta prinaša napredek v boljšem razumevanju učne snovi, opravljenih domačih nalogah in tudi v boljših šolskih ocenah. This diploma work investigates Roma pupils with special focus on those attending primary school Kuzma and those Roma pupils in Prekmurje region, who are a part of the project The Rise of Social and Cultural Capital in the Environments with Representatives of Roma Communities. Theoretical part of this work presents the Roma as an individual ethnical group and investigates their culture, while the main focus is put on the Roma primary school population in the Prekmurje region. We reviewed legal documents, instructions and strategies of the primary school Roma legislation, presented factors which influence the learning (in)efficiency of the Roma children and focused on various forms of learning assistance, organized by schools. The empirical part presents a research with the case study, where we used an interview and a questionnaire as research methods. It presents four Roma pupils who are a part of the primary school education. It also presents points of view of professional staff of the mentioned school, viewpoints of Roma parents about education of their children and standpoints, wishes and plans for the future of Roma pupils. Purpose and goal of the empirical part is to present, link and compare the standpoints of all important subjects who are included in the process of Roma education one way or another. Case study reveals concrete problems of Roma children, such as great difficulties with Slovenian language, mathematics and foreign languages. Further on we discover that professional school staff alleges the following causes of learning problems: skipping school, bad learning habits and non-stimulative environment. They emphasize that individual ways of work are those that enable better pedagogical and learning results of these children. On the other hand parents emphasize how they are not satisfied with achievements of their children and as main causes of their learning problems indicate bad motivation for school work and not enough effort put in the work itself. It turned out that these parents do not help their children with learning, either because they do not know how to help them or because they think the child must work alone. Analysis of relationship between parents and professional school staff revealed that it is satisfactory, while representatives of the professional staff expose how they miss parents’ initiative. All mentioned groups are satisfied with learning assistance at home and they emphasize how it brings incredible progress in doing homework, understanding new learning material and getting better school grades.

V diplomski nalogi je, po pregledu strokovne literature s tega področja, predstavljeno, kaj je šolska neuspešnost, kaj so učne težave, kako jih prepoznamo ter kako uspešno pristopiti k preprečevanju splošnih učnih težav in kakšna so priporočila za pomoč učencem s splošnimi učnimi težavami. Ko smo obravnavali pomoč učencem, smo se omejili predvsem na področje matematike. V empiričnem delu diplomske naloge prikazujemo rezultate raziskave, ki smo jo opravili na treh slovenskih osnovnih šolah in katere namen je bil raziskati pogostost učnih težav pri matematiki pri učencih v 7., 8. in 9. razredu. Pri tem smo se bolj osredotočili na vprašanja, ali ima spol učencev pomembno vlogo pri kvantiteti učnih težav pri matematiki, kateri so najpogostejši pokazatelji učnih težav pri učenju matematike, na koga se učenci z učnimi težavami obrnejo in kako jim le-ta pomaga. Zanimalo nas je še, kako pogosto učenci obiskujejo dopolnilni pouk matematike, pogostost in trajanje individualne učne pomoči ter kako so učenci zadovoljni s kvaliteto učne pomoči na področju matematike, ki so je deležni. Ugotovili smo, da ima učne težave na področju matematike manj kot polovica vseh anketiranih učencev. Več učnih težav imajo dekleta kot fantje, vendar redkeje obiskujejo dopolnilni pouk matematike. Največ učnih težav pri matematiki imajo tako dekleta kot fantje v 8. razredu. Po učno pomoč se najpogosteje obrnejo k staršem in sošolcem, šele nato k predmetnemu učitelju ali inštruktorju. Dobra polovica učencev z učnimi težavami, ki obiskujejo dopolnilni pouk pri matematiki, je zadovoljna s kvaliteto te oblike pomoči. Približno četrtina vseh učencev, ki so deležni kakršne koli oblike učne pomoči pri matematiki, pa s to ni zadovoljna, učenci si želijo več informacij o tem, kako naj se učijo, potrebujejo obsežnejšo razlago snovi in razumljivejšo razlago. This diploma thesis presents, after a review of certain literature related to this field, what is school failure, what are learning difficulties, how to identify them, and how to approach in order to prevent general learning difficulties as well as what is recommended as way of aid for pupils with general learning difficulties. While dealing with the aid for pupils, we limited ourselves predominantly to the field of mathematics. The empiric part of the thesis includes research carried out at three Slovene primary schools, the aim of which was to study the frequency of the maths-related learning difficulties with pupils of 7th, 8th and 9th grades. Within this, we focused mainly on the questions such as whether the gender of the pupils plays an important role when the quantity of maths-related learning difficulties is concerned, what are the most frequent indicators of learning difficulties in maths learning, who the pupils with learning difficulties can turn to for help and how this aid is given. We were interested to know how often the pupils attend remedial classes, how often they are given individual aid, how long such individual lessons last, and how far the pupils are satisfied with the quality of teaching aid they receive in the field of mathematics. We have found that less than a half of all the pupils included in the research have maths-related learning difficulties. Girls are more frequently subject to such difficulties than boys, however, they attend remedial classes less often than boys. Most mathematics-related learning difficulties appear in the 8th class, with both boys and girls. They most often have recourse to their parents and schoolmates, and only later to their teacher or instructor. A good half of the pupils with learning difficulties who attend remedial classes of mathematics is satisfied with the quality of the given aid. About a quarter of all the pupils receiving any kind of teaching aid related to maths, though, is not happy with it and they wish to have more information about how to learn, or what method of learning to apply they require further and more intelligible explanation of the subject-matter.