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Journal of Human Development and Education for Specialized Research

About the Journal :

The Journal of Human Development and Education for Specialized Research is an academic journal issued by the Scientific Institute for Advanced Training and Studies. The aim of this journal is to disseminate serious studies based on theoretical and field research, and to promote multidisciplinary studies in human development, management and education for specialized research and become a leading journal in human development and education in the world. The Journal also aims at publishing theoretical and applied researches in the fields of human development and education for specialized research such as human resources management, business administration, communication sciences, development studies, economic sciences, education sciences, history, industrial relations, media sciences, psychology, Public administration, religious studies and others.



KNOWLEDGE-BASED ECONOMICS SKILLS IN CAMBRIDGE MATHEMATICS CURRICULUM IN GRADE SEVEN AND EIGHT FROM THE POINT OF VIEW OF EDUCATIONAL SUPERVISORS IN SULTANATE OF OMAN

Abstract

This study aimed to investigate knowledge-based economics skills in the content of Cambridge Mathematics Curriculum Books )7 -8) Grades from the point of view of educational supervisors, and to research the impact of gender and experience variables in the study sample, The researcher used the descriptive method, so he developed a questionnaire consisting of (23) items distributed in four areas, validated and proven, the study sample was represented in (72) mathematics supervisors in Sultanate of Oman. The results showed that the degree of availability of knowledge-based economics skills in Mathematics Cambridge curriculum is generally high with an average of (3,62). The order of the individual domains according to the degree of availability in the books came in descending order as follows: the cognitive and mental domain, the field of communication and technology, the social field, and the economic field, there are no statistically significant differences at (α = 0.05) between the supervisors' estimates of the degree of availability of knowledge-based economics skills in Cambridge mathematics curriculum for each field and for all attributable to the gender variable, while There are statistically significant differences attributable to experience for the benefit supervisors on the whole questionnaire with experience less than 15 years.

Keywords: knowledge-based economics, knowledge economy in math curriculum.