Abstract

The current study aimed to identify the knowledge economy skills that necessary availability in the mathematics curriculum for a stage of post the basic education, as well as disclosing the degree of embedding knowledge economy skills in mathematics curriculum for a stage of post the basic education in sultanate of Oman. The study used a descriptive method also used the questionnaire to collect data and information were applied to a sample of (43) male and female teachers. The results of the study reached a list of the cognitive economics skills needed to be available in the mathematics curriculum for the post-basic stage, and it was judged and defined in (38) paragraphs, divided into three main axes: (cognitive and mental skills, economic skills, communication skills and information technology) ,The study also revealed that the degree to which knowledge economy skills (for the three axes) were included in the mathematics curriculum for the post-basic stage from the point of view of mathematics teachers in the Governorate of Al-Dakhiliyah in the Sultanate of Oman was of a moderate degree. The results also revealed that there are no statistically significant differences at the level of significance (alpha less than 0.05) between the responses of the study sample members of male and female teachers to the point of including knowledge economy skills in the mathematics curriculum for the post-basic stage in most of the paragraphs due to the gender variable (male- female).