An Investigation into the Mastery of Foundational Mathematics Among Fourth-Grade Students in Jordan

This research presents a quantitative evaluation of core mathematical competencies among Jordanian fourth-grade students. Employing a descriptive, cross-sectional design, a custom-developed proficiency assessment was administered to a stratified, random sample of 1,200 learners. The analysis focuses on performance disparities linked to gender, institution type (public/private), and geographic setting (urban/rural). Results pinpoint precise curricular strengths and critical deficiencies, offering an empirical basis for instructional refinement and policy development. This study underscores the pivotal role of early numeracy in shaping academic trajectories and informs targeted strategies for enhancing mathematics education in Jordan.