Articles

This article examines the main places and characteristics of mathematics education for girls and young women in primary and secondary schools during the 19th and early 20th century. It looks at, in particular, the mathematical content that pupils learned in these schools and the aims of the teaching they received. It shows how female mathematics teaching differed from its male counterpart by responding to various gender stereotypes referring to the ‘nature’ and social role of women. The article also presents to what extent the girls’ mathematics programs were progressively aligned with those of boys, until they became almost identical from the 1920s onwards.

This article examines the associations between adverse childhood experiences (ACEs) and adverse adulthood experiences (AAEs) with depressive and anxiety symptoms among rural left-behind women in China. 

The article explores the experiences of 19 cisgender migrant women (MW) living in Milan, Italy during the COVID-19 pandemic.

This study uses a participatory Design Thinking approach in Cork City, Ireland, to identify stakeholder priorities for effective air quality communication strategies that empower communities and support behavioral change. By integrating inclusive communication with systemic policy and infrastructure improvements, the research advances SDG 3 (Good Health and Well-being), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action), aligning with World Population Day's call to "Leave No One Behind" by addressing environmental health inequities in urban populations.