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This research explores the positions on and attitudes towards mathematics held by teachers [hereafter – "teachers"] and Ethiopian female students [hereafter – "students"]. Israel is one of the largest immigration states around the globe. A successful immigration absorption is possible only when the new immigrants acquire the education and culture of their country of destination. Nevertheless, during the process of teaching, one cannot disregard the cultural context of the immigrants' country of origin. The research population consists of 28 teachers and students. This research is conducted according to the qualitative paradigm by means of a semi-structured interview which has been content-analysed. The results illustrate three similar parameters and three different parameters in the participants' positions on and attitudes towards mathematics. The three similar parameters are: difficulty in mathematics studies, mathematics as a factor affecting future success and importance of mathematics as leverage for success according to the participants' parents. The three different parameters are: perception of mathematics through animal metaphors, pleasure derived from mathematics studies and importance of the subject.The students and teachers' attitudes towards mathematics indicate a difficulty in learning mathematics. However, both they and their parents perceive mathematics as an importantsubject and a key to success in life. The contribution of this research to the education systemis uncovering and understanding the teachers and students' perception of mathematics.Learning these perceptions enables building unique programmes which respond to the realneeds emerging from the field. Based on the results it is recommended that the education system builds and develops mathematics curricula for the students and in-training and mathematical professional development programmes for the teachers. Such programmes underscore the students' cultural aspect and provide an appropriate response to populations coming from different cultures

Positions on and Attitudes towards Mathematics of Ethiopian Female-teachers and Female-students