From a young age children feel the need to identify two-dimensional geometric figures (shapes) and three-dimensional geometric figures (solids). The National Council of Teachers of Mathematics indicates the importance of being able to identify and name various geometric figures by kindergarten age. One of the objectives of this study was to learn the ability of second graders to identify examples and non-examples of three generally known solids: cylinder, cone and pyramid, and to justify their identification based on the attributes (critical and non-critical) of those solids. Another objective was to find out whether changing the position of the solids would result in those children maintaining their decisions regarding the name or changing their identification of the solids, giving arguments accordingly. Findings of this study illustrate that children can identify and characterise solids presented to them in a typical position. However, they find it difficult to correctly identify the same solids in another position. An interesting finding was that most of the arguments given to justify their identification were based on the specific attributes of the solid rather than on the perception of the solids in general. Findings of the present study suggest that it is highly important for learners to be acquainted with a variety of both non-examples and examples of solids. Moreover, it is recommended that solids are presented to learners not only in the typical position, in order to improve their ability to identify them and understand that the name of the figure does not change when its position changes

Abstract-The present study explored the extent of support provided by the school staff and management to mathematics teachers who immigrated to Israel from various countries. The attitudes of these teachers towards mathematics education in Israel were examined. The immigrant teachers' statements illustrate a sense of belonging and full integration in Israel. However, these findings should be considered with great reservation in light of the cultural background whereby the teachers had been educated and trained for the teaching profession.

Family quality time is an ideal atmosphere to nurture and develop mathematical concepts through regular daily activities. This Unbenounced to the public, everyday activities inherently include mathematics. The present treatise proposes activities involving mathematics within the confines of the family framework focusing on young children ages 4-6. Consequently, these foster interfamilial relationships and cognitive mathematical development.