The Role of the Fourth Grade Mathematics Curriculum in Developing Numerical Sense Skills from the Perspective of Teachers and Educational Supervisors a field study in Latakia Governorate

Abstract

The research aimed to study the role of the fourth-grade mathematics curriculum in developing numerical sense skills from the perspective of teachers and educational supervisors, and to investigate the impact of the variables  (job title, academic qualification, training courses, and school location) on their perspectives. To achieve the research objective, the researcher applied a questionnaire consisting of 4 axes with a total of  (25) items. The research sample included  (50) teachers and  (41) educational supervisors for the 2025/2026 academic year, using the descriptive approach.

The research concluded that the role of the fourth-grade mathematics curriculum in developing numerical sense skills from the perspective of teachers and educational supervisors was high overall, and at the level of the sub-skills  (mental arithmetic, approximate estimation, and judging the reasonableness of results), while it was very high for the skill of  (number sense).

The results showed statistically significant difference between the opinions of teachers and supervisors regarding the role of the fourth-grade mathematics curriculum in developing numerical sense skills, in favor of the supervisors. Furthermore, there were statistically significant difference according to the variables of (academic qualification, in favor of holders of the Educational Qualification Diploma, and training courses, in favor of those who had attended training courses, and school location in favor of the urban).