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Content, Methods, Attitudes and Achievement in Mathematics: Israeli Sixth Graders

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This article provides information on a comprehensive survey of the teaching and learning of mathematics in grade six classes across Israel. In the study, detailed information was obtained on the content of the intended mathematics curriculum, what kind of mathematics was actually taught by the teachers and how that mathematics was taught. Student achievement and attitudes were assessed using internationally developed tests and questionnaires that were taken by random samples of math classes in Israel. Data were obtained from teachers as to whether the content had been taught to the students who were tested, what process skills were taken by the teacher and the teacher’s activities during math classes. Classroom environment and conditions of learning mathematics were assessed. This information provided a backdrop for interpreting the achievement scores.

Document Type: Research Article


Affiliations: Bar-Ilan University

Publication date: January 1, 1996

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.

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