دراسة تحليلية مقارنة بين محتوى منهج الرياضيات للصف الرابع الإبتدائي في مصر و الإمارات فى ضوء معايير اختبارات الأداء الدولية (TIMSS 2019)‎

الملخص EN

He current research aimed at knowing about the inclusion of TIMSS 2019 standards in the content of mathematics curriculum of basic fourth grade in Egypt and UAE, and also aimed at comparing between them.

To fulfil this aim, literature and related studies were reviewed and the comparative analytical method was used..

Research resulted in: - The content of the Egyptian mathematics curriculum achieved some content domains; numbers domain, and measurement and geometry domain, but did not achieve data domain.

It also achieved some cognitive domains; knowing, but did not achieve applying and reasoning.

- The content of the Emirati mathematics curriculum achieved some content domains; number domain, but did not achieve measurement and geometry domain, and data domain.

It also achieved some cognitive domains; knowing and applying, but did not achieve reasoning.

- Both contents of the Egyptian curriculum and Emirati curriculum cared about number domain, and there is a necessity for relative distribution of the unites of the Egyptian and Emirati curriculum content to care more about measurement and geometry domain and data domain .

- The Egyptian curriculum lacks the focus on applying domain.

Knowing domain was more dominant, so the content of the Egyptian curriculum should be reconsidered, and it is important to benefit from the Emirati curriculum in its life situations that connect mathematics with everyday life, situations.

- It is necessary to reconsider the inclusion of reasoning situations and higher thinking skills in both the Egyptian curriculum and the Emirati curriculum.