This study aimed to identify the evaluative ratings of mathematics teachers (male and female) of the first intermediate grade in respect of four axes: (Mathematical content, activities, exercises, general outlook), in relation to the first intermediate grade mathematics textbook.
To Fulfill the objective of the study, the researcher employed the descriptive method and prepared a questionnaire intended to measure the degree of realization of the four axes' indicators numbering (67) in total, whose validity had been verified through a group of referees, and their reliability through employing Cronbach alph index which reached (0.94). The questionnaire was administered to the study sample comprising (70) male teachers, and (85) female teachers of the first intermediate mathematics subject.
Based upon the statistical analysis utilized in the study the results obtained revealed the following:
 Fulfillment of the essential four axes indicators of the first intermediate grade mathematics textbook at a high degree.
 The existence of a statistically significant difference of the level (0.05  ) in the fulfillment degree of the good textbook's indicators of the first intermediate grade, which could be attributed to the gender variable denoting the existence of differences between the male and female teachers in their judgment regarding the fulfillment of the good book's indicators when applied to the mathematics textbook of the first intermediate grade.
 Nonexistence of a statistically significant difference at the level (0.05  ) in the degree of realization of the good book's indicators in respect of the mathematics textbook of the first intermediate grade ascribed to the variables: - academic qualifications, experience, and training courses.
In light of the results of the present study, the researcher put forward a number of recommendations most import of which were:
1- Enriching teacher (male and female) education programs with training courses and workshops needed to augment their experience in employing strategies and activities provided in the textbook in line with the givens of the learning situation and the time allocated for it.
2- Rectifying logical and scientific errors found in the mathematics textbook of the first intermediate grade, even though they are few in number.
3- Providing software programs and educational media required to carry out mathematics lessens through the laboratories associated with each of the school textbook's chapters.