Highlights in the Development of Education and Mathematics Education in the State of Israel: A Timeline

Fried, Michael; Perl, Hannah; Arcavi, Abraham

doi:10.1142/9789813231191_0001

Cited by 2 publications

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“…At the same time, it is important to remember that some As part of the national program, we also act to advance the population of students found to have good achievements in 3 study units, to urge them to achieve a level of 4 study units, and at the same time to urge those who don't attempt the matriculation exam at all to try for a 3-unit level." (Fried, Perl & Arcavi, 2018) The contents of the minister's words on the gender issue are consistent with the research findings, showing that despite previous studies that indicated gender differences in math scores, these disparities are gradually diminishing and hardly constitute a discriminant factor with regard to grades, and the current study even made a new discovery that these disparities are almost nonexistent with regard to motivation and self-efficacy as well. In the matter of the association between motivation and efficacy, the minister indeed agrees that at base the program was intended to improve these areas.…”

Section: Resultssupporting

confidence: 87%

“…For instance, at the beginning of the reform in 2015, 11,350 students took the 5-unit matriculation exam in math, while at present, in 2018, the number of those taking the exam has risen sharply, reaching 18,500, and the average grade was not negatively affected by this rise, remaining steady at 83 (from the Ministry of Education's website). The statements of the Ministry of Education in favor of the reform, which they say will create a "world-class power in the field of advanced technology" (Fried, Perl & Arcavi, 2018), are proving themselves. To this must be added the research data showing that significant differences were found in the level of motivation associated with the reform, between students studying for the 5-unit exam and those studying for the 4-unit exam (p < .001) and for the 3-unit exam (p < .001), such that those studying for the 5-unit exam had the highest motivation associated with the reform.…”

Section: Discussionmentioning

confidence: 99%

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The Effect of Motivation and Self-Efficacy on Math Studies in the Israeli Ministry of Education's Program "Give Five"

Davidovitch¹,

Yavich²

2018

IJHE

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Studying mathematics is an essential condition for acquiring an education in most fields such as all exact sciences, financial sphere, programming, etc. It enables students to choose from among a large variety of professions with significantly high chances of academic admission, mainly in fields such as engineering, natural sciences, and technology, as well as in a considerable part of the social sciences Hence, studying mathematics in high school is a critical and key factor for continued studies and for integration in many professions in the Israeli workforce. The current study sought to expand knowledge on the effect of students' psychological feelings, such as motivation and self-efficacy, in light of the "Give Five" reform initiated by the Ministry of Education implemented in 2015. The study examined the effects of the "Give Five" reform on student motivation and self-efficacy, while examining whether these influences were gender-dependent. The study confirmed a positive correlation between the degree of motivation to study mathematics and the level of self-efficacy, and no difference was found between males and females in their level of motivation and self-efficacy. Future recommendations include research into the significance of motivation and self-efficacy as a major determinant of scholastic success.

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Section: Resultssupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

The Effect of Motivation and Self-Efficacy on Math Studies in the Israeli Ministry of Education's Program "Give Five"

Davidovitch¹,

Yavich²

2018

IJHE

View full text Add to dashboard Cite

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Learning mathematics via WhatsApp social network in Bagroup national project: Students’ perceptions

Biton,

Segel

2024

EURASIA J Math Sci Tech Ed

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This paper describes students’ perspectives about the possible learning opportunities they experienced when participating in a WhatsApp group project created to help prepare for the final secondary school Bagrut (matriculation) exam in mathematics. “Bagroup” project was initiated by the Ministry of Education and the Center for Educational Technology and launched as a national project three months before Bagrut examination. It was meant to serve as an additional environment for learning mathematics and provide an online tool during which teachers presented specific problems via blended learning, and students had the opportunity to ask questions, present problems with which they were having difficulty, and receive feedback from teachers and peers. To obtain a complete picture of the students’ points of view, we used a mixed-method research model. Quantitative data were obtained via a questionnaire with Likert statements and open questions, and qualitative data were obtained by observing four Bagroup study groups over the three-month period. Factor analysis revealed three categories of factors: those contributing to learner’s emotional needs, those that promote learning, and those that inhibit learning. The findings may have implications for improving distance and remote learning.

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Highlights in the Development of Education and Mathematics Education in the State of Israel: A Timeline

Cited by 2 publications

References 0 publications

The Effect of Motivation and Self-Efficacy on Math Studies in the Israeli Ministry of Education's Program "Give Five"

The Effect of Motivation and Self-Efficacy on Math Studies in the Israeli Ministry of Education's Program "Give Five"

Learning mathematics via WhatsApp social network in Bagroup national project: Students’ perceptions

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