شبكة المعلومات العربية التربوية

This study aimed to investigate knowledge-based economics skills in the content of Cambridge Mathematics Curriculum Books in Grades 7 and 8 from the point of view of educational supervisors, and to research the impact of gender and experience variables in the study sample, and the level of teachers' implementation of the knowledge-based economy skills To achieve the objectives of the study, the researcher used the descriptive method, so he developed a questionnaire consisting of (34) items distributed on two axes, the study sample was represented in (72) mathematics supervisors in Sultanate of Oman. The results of the study showed that the degree of availability of knowledge-based economics skills in Cambridge Mathematics curricula in grades (7-8) in Sultanate of Oman is generally high in whole axis with mean of (3,62). The order of the individual domains according to the degree of availability in the books came, The results also showed that there are no statistically significant differences at the level of significance (0.05) between the educational supervisors' estimates of the degree of availability of knowledge-based economics skills in the content of Cambridge mathematics curriculum books for seventh and eighth grades for each field and for the combined fields attributable to the gender variable, while There are statistically significant differences attributable to experience on the tool as a whole for the benefit of male and female educational supervisors with experience less than 15 years, The mean educational supervisors 'estimates in Sultanate of Oman for the level of teachers' implementation of the knowledge-based economy skills generally is high. (Published abstract)