**Journal of Educational Sciences > Volume 23, No. 3, 2011**

**Attitudes of Jordanian Classroom Teachers Towards Mathematics and Mathematics Teaching /Khamis Mousa Nejem**

The purpose of the study was to investigate the attitudes of Jordanian classroom teachers towards mathematics and mathematics teaching. To achieve this purpose a study sample of , 153, male and female classroom teachers was selected randomly from the governmental schools. The instrument of the study was a questionnaire that used to investigate the attitudes of the classroom teachers towards mathematics and mathematics teaching. The questionnaire contained five domains: degree of mathematics difficulty, tendency towards mathematics, planning for teaching mathematics. implementing mathematics lesson and assessment of learning mathematics. The results of the study revealed that:

Classroom teachers have negative attitudes towards mathematics and planning for teaching mathematics. They, however, have positive attitudes towards implementing mathematics lesson and assessment of learning mathematics.

There were no significant differences between male and female classroom teachers‘ attitudes towards mathematics and mathematics teaching in the following domains: degree of mathematics difficulty, tendency towards mathematics, implementing mathematics lesson and assessment of learning mathematics, and total score of the questionnaire. While there was a significant difference between male and female classroom teachers‘ attitudes in the domain of plam1ing for teaching mathematics.

There were no significant differences of the classroom teachers‘ attitudes towards mathematics and mathematics teaching due to the class level , lst grade, 2nd grade, 3rd grade