_____________________________________________________________________________________________________ *Corresponding author: E-mail: giladeti@012.net.il; British Journal of Education, Society & Behavioural Science 20(4): 1-10, 2017; Article no.BJESBS.33014 ISSN: 2278-0998 Positions on and Attitudes towards Mathematics of Ethiopian Female-teachers and Female-students Eti Gilad 1* and Dorit Patkin 2 1 Department of Education and Educational Systems Management, Achva Academic College, POB Shikmim 79800, Israel. 2 Faculty of Science, Kibbutzim College of Education, Technology and the Arts, 149 Namir Rd. Tel-Aviv, Israel. Authors’ contributions This work was carried out in collaboration between both authors. Both authors performed the statistical analysis, wrote the protocol, wrote the first draft of the manuscript, managed the analyses of the study and the literature searches. Both authors read and approved the final manuscript. Article Information DOI: 10.9734/BJESBS/2017/33014 Editor(s): (1) Shao-I Chiu, Taipei College of Maritime Technology of Center for General Education, Taiwan. Reviewers: (1) Eman Rasmi Hasan Abed, Faculty of Educational Sciences and Arts, UNRWA, Jordan. (2) Stamatios Papadakis, University of Crete, Greece. Complete Peer review History: http://www.sciencedomain.org/review-history/19231 Received 27 th March 2017 Accepted 16 th May 2017 Published 29 th May 2017 ABSTRACT 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 Original Research Article