Primary mathematical skills in Egypt and England

Abstract

As the intention of this research was to investigate the acquiring of skills in mathematics in primary schools, Egypt (which is considered to be a developing Country) and England (considered to be an advanced country) were chosen to provide different ends of the scale. This piece of research is considered to be of high significance for a number of reasons: firstly, the acquiring of mathematical skills is an important aim in the school curriculum. Secondly, primary school level is an important stage as it is the basis for the other stages. Thirdly, Elementary school mathematical experience may serve in developing one's abilities to understand social institutions, and in equipping one to meet more effectively problems which occur in personal life. Fourthly, there is a deficiency in defining skills practically. Fifthly, there is a lack in evaluating skills objectively. A practical definition and classification of skills have been adapted, developed, and modified. Objective tests for evaluating skills have been designed for both Egypt and England. Children's performance in the test of skills has been analysed, and appropriate comparisons between Egyptian children and English children in acquiring skills have been made. General observations from the children's results have been made. It is hoped that this research will contribute in evaluating and improving the methods of teaching mathematics in primary school in general, and teaching mathematical concepts and skills in particular.