Challenges in Mathematics Teaching and Learning in Arab Schools in Israel: Perspectives of Students and Teachers

Abstract

Mathematics is fundamental to academic development and provides access to a wide range of scientific and professional fields. Nevertheless, mathematics teaching and learning are complex processes that depend on effective communication, appropriate mathematical language, accurate use of symbols, and mastery of discipline-specific terminology. This study investigated the difficulties Grade 10 students encounter when learning mathematics in Arab schools in Israel and examined mathematics teachers’ perceptions of these challenges. It also sought to propose pedagogical recommendations for improving mathematics instruction and supporting student learning. Data were collected using two questionnaires containing both open-ended and closed-ended questions. The participants comprised 200 Grade 10 students and 15 mathematics teachers. The findings revealed recurring difficulties related to understanding abstract concepts, interpreting spatial, directional, and temporal relationships, recalling, reading, and writing numbers, and avoiding procedural errors such as reversals, omissions, transpositions, substitutions, and additions. Teachers’ responses further highlighted the influence of mathematical language, instructional practices, learning strategies, and students’ beliefs on their engagement with and understanding of mathematics. Based on these findings, the study recommends adopting more explicit, diagnostically informed, and language-sensitive teaching practices that address students’ conceptual and procedural difficulties. The study provides context-specific evidence that may inform instructional practices and educational interventions in Arab schools in Israel.