Instruction for Mathematics and Science in Primary and Lower Secondary Grades
The recruitment of teachers with an academic background in mathematics and science at the primary and lower secondary levels has always been a challenge, and despite efforts made through different programs, it remains a challenge.
Grade at Which Specialist Teachers for Mathematics and Science are Introduced
The Ministry of Education recommends that science and technology, which are studied from the third grade, be taught by teachers with an academic background in a scientific discipline or specific training in science education. The ministry recommends that mathematics, which is studied from the first grade, be taught by teachers with an academic background in mathematics or specific training in mathematics education. In-service teachers in primary schools are enabled to qualify as science and mathematics teachers through participating in extensive professional development programs in colleges for education. In spite of the recommendations and policies of the Ministry of Education, however, many teachers still are not qualified. This is due to a shortage of suitable candidates for available positions, mostly in primary schools. At present, approximately 50 percent of science teachers at the primary level have a scientific background that matches the criteria established by the Ministry of Education. Science typically is taught by homeroom teachers in Grades 1 to 2, by comprehensive teachers in Grades 3 to 4, and by science teachers in Grades 5 to 6.
At the lower secondary level, all mathematics and science teachers hold the required qualification—either a Bachelor of Science (or higher), or a Bachelor of Education with specific training in mathematics or science education. Most also hold a teaching certificate and license. Most science teachers hold a teaching certificate in biology and/or chemistry.
In each school, one mathematics teacher and one science and technology teacher serve as subject coordinators, instructing the other teachers and participating in the development of school learning programs and testing policies for their respective subject. Pedagogical instructors (experienced teachers selected to help in-service teachers stay up to date with the content knowledge and sequencing defined in school learning programs) visit schools every two weeks. Pedagogical instructors in mathematics are assigned to work with teachers at all grade levels in five lower secondary schools, while instructors in science and technology are assigned to work with teachers in eight lower secondary schools.
Instructional Materials, Equipment, and Laboratories
In mathematics and science and technology, a list of specifications for materials and equipment is published every year. Textbooks and other learning materials are developed by not-for-profit organizations and universities, or by commercial agencies and publishers, and must be approved by the Ministry of Education. The process of approval involves a review by anonymous experts of prepublished versions to evaluate the compatibility of the content with curriculum policy. Although the evaluation criteria are curriculum-based, the approved materials are quite varied, allowing teachers to choose their own textbooks. In addition, new teaching materials were developed by experienced teachers under the supervision of experts, on behalf of the Science and Technology Administration within the Ministry of Education, to help teachers implement the revised curriculum. These materials comprise inquiry-based activities, accompanied by teaching guides, and evaluation assessments, and were distributed to lower secondary schools throughout the country. They also are available on the Internet.
Beginning in third grade, the Ministry of Education recommends teaching science and technology in school laboratories, multipurpose rooms suitable for both scientific and technological investigation. Following the science and technology education reform, steps were taken to equip laboratories and ensure long term maintenance of the equipment.
Use of Technology
Most schools have computer laboratories, but the systematic use of computers in classrooms is not common and typical lessons in primary and lower secondary schools are not computer supported. Nevertheless, most students are computer literate due to the wide use of personal computers at home. Students are expected to use their personal computers at home to communicate with their teachers and peers, and to generate printed versions of their assignments. In addition, many print books are being adapted to digital format. At present, there are three digital book formats that only differ from the paper format in the addition of hyperlinks and interactive design features.
As part of Information and Communications Technology (ICT) professional development, teachers participate in a variety of courses to acquire computer technology skills. Most teachers are not familiar with teaching in conjunction with the use of computers in the classroom, and use computers for communication purposes only. Typically, teachers do not utilize computers as a pedagogical tool to support learning, as they would in a computer-based environment, but as an assistive tool for delivering visual and textual information to students.
A national program initiated in 2011, Adapting the Educational System to the 21st Century, aims to create learning environments in which technology serves the development of innovative pedagogy and 21st century skills. The program includes teacher training workshops focused on enhancing teachers’ technological pedagogical content knowledge to aid them in creating computer-based learning environments, implementing instructional materials effectively, and generating a learning continuum for students between school and home. In 2015, a new program, Bring Your Own Device (BYOD), was initiated to support the implementation of a variety of technological devices in classroom activities.
Establishing a suitable infrastructure (i.e., computers, laboratories, and a shift toward using them as part of routine instruction) became a priority as a result of instructional reforms in mathematics, science, and technology. In mathematics, the use of computers is limited, but calculators are commonly used, beginning in the lower secondary grades. Graphing calculators are not available. In science, the use of computers is more integral to teaching, especially for literature searches, data processing, simulations, and models.
Accommodation Policies for Instruction and Testing
Students with diagnosed learning disabilities have the right to special accommodations in the learning process, in internal school assessments, and on national matriculation examinations in particular. Testing accommodations may include oral examination and/or a time extension. On the national standardized achievement test in the fifth and eighth grades (Meitzav—see Monitoring Student Progress, below), all students are allowed a time extension of 15 minutes in each of the core subjects—mathematics, native language (Hebrew or Arabic), English, and science and technology. In addition, in mathematics, English, and science and technology, students with diagnosed learning disabilities may be tested in an accommodated classroom in which the tests are read aloud by teachers as needed. The number of examinees in these classrooms is limited.