A Multi-cultural view of mathematics teachers at Israeli primary schools

Abstract

This study explored motives and role preception of primary school male-teachers who are Israeli-born, Ethiopains, immigrants from the former Soviet Union and Bedouins and are teaching mathematics at the south of Israel. The research method was based on qualitative-interpretive approach of case study type. The results illustrate common features of all teachers and, at the same time, differences between the cultural groups. The contribution of this study to mathematics teacher education resides in understanding motives and role perception of primary school male-teachers. It is recommended building teacher education progammes which highlight the valued-social aspect, mathematics content knowledge and pedagogical knowledge.