A comparative study between the mathematics curriculum in Libya and Malaysia in the field of construction and implementation

Abstract

The study aimed to compare the mathematics curriculum for the basic education stage in Libya and Malaysia (the mathematics curriculum for the fifth grade as a model) in terms of construction and implementation, by following the analytical study approach, where the study tried to answer its questions by referring to documents, references and previous studies related to the current study.

Among the most important findings of the study is that, there is a great interest in building and implementing the curriculum in Malaysia according to international standards, besides basing them mainly on national standards and philosophy, whereas in Libya there are no standards upon which to build and implement the curriculum, which was borrowed from the Singaporean curriculum. In addition, the Malaysian curriculum relied on a constructive perspective in building its curricula in terms of the nature of books and evaluation programs, while in Libya the curriculum content focuses on problem solving and cooperative learning, but the teacher's guide depends on the behavioral approach in guiding and instructing the teacher. In addition, there was no significant variation in pre-service teacher preparation and rehabilitation programs in Libya and Malaysia, while Malaysia outperformed Libya in in-service teacher training programs, as it showed keen interest in its programs at the regional and international level. In light of the results, the most important thing that the researcher recommends is the necessity of working to build a general framework and national standards for curricula in Libya, and to intensify interest in skills development and training programs for teachers during the service.