Özet:

This research focuses on the act of cheating in mathematics exams, which is considered one of the essential ethical, educational, psychological problems due to its implications, methods, and negative effects. This problem is deemed unethical and non-educational behavior that betrays an abnormal and immature personality characterized by fear, anxiety, helplessness, negativity, dependence, And weakness. The research shows that cheating behavior develops in the individual through family and social upbringing. This behavior often develops through a socioeducational environment that provides the appropriate climate for that. Studies indicate that a student who has become accustomed to cheating when he is young is not excluded. He behaves the same in old age, which may pose a challenging issue at the individual and community levels. The research indicates that cheating has increased dramatically in current periods, including educational and socio-economic reasons. The research aims to reveal the relation between the gender of the student and the degree of cheating in mathematics exams. Studies indicate that males cheat more in exams than females. On the other hand, some studies found no differences between males and females in the practice of cheating in mathematics exams. The current study investigated this issue by conducting quantitative research using questionnaires to collect data. Three hundred students, males, and females participated in this questionnaire. These students study in private and public schools at the middle and high levels within the Arab education system in Israel. The results showed differences between students, males, and females, in their positive attitudes towards cheating in private schools. In contrast, there are no differences in male and female students' positive attitudes towards cheating in public schools. As for negative attitudes towards cheating, there are no differences between male and female students in their negative attitudes towards cheating in both schools' exams. The research results also showed a positive relation between several variables and cheating in mathematics exams in public and private schools. These variables are exam conditions, exam difficulty, and exam material. An inverse relation was also found between the student's generation and its negative attitude towards cheating in mathematics exams.

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