شبكة المعلومات العربية التربوية

This study aimed to identify mathematics teachers’ attitudes towards teaching developed math of McGraw-Hill series and its impact on academic achievement of the first-grade intermediate students. To achieve the objective of the study, the researcher has designed an assessment tool to inspect the teachers’ attitudes and a test to examine first-grade students' achievement. The sample of the study included 20 mathematic teachers and 361 students in the first-grade intermediate school. The study duration was a complete academic term. The study showed that teachers’ attitude towards teaching developed mathematics using McGraw-Hill series was highly positive in total. As for the sub-dimensions of the teachers’ attitudes, there was a similarity in the degree of realization among these three dimensions. The first degree was the concern of teaching developed mathematics while the importance of teaching developed mathematics was in the second place. However, the dimension of enjoying teaching developed math was the third one. Moreover, the study found that the achievement of the first-grade intermediate students in developed mathematics (McGraw-Hill series) was at an average level in total. Students’ achievement in chapter one was high whereas in chapter, two and three were average and in the fourth chapter, the achievement was low. Additionally, the study showed that teachers high attitudes in teaching developed mathematic resulted in higher students’ achievement while teachers’ low attitudes resulted in students’ low achievement. Finally, the study presented a number of recommendations and suggestions. (Published abstract)