Browsing by Author "Hasniza Ibrahim, Ph.D"

This study aims to evaluate the content of the Cambridge Mathematics Curriculum for Grades Four and Eight in light of the TIMSS (2019) standards in Oman. The study sample included 140 male and female mathematics teachers from the fourth and eighth grades. A mixed-methods approach, combining both qualitative and quantitative methods, was employed to achieve the study's objectives, with a descriptive analytical approach (content analysis) being used to examine the textbooks. The study analyzed the content of four Omani mathematics textbooks for each grade in the academic year 2022/2023. Content analysis cards were developed based on the TIMSS (2019) standards. The Stufflebeam CIPP Model (Context, Input, Process, Product) was used to assess the curriculum content. The findings revealed the following: the Cambridge Omani mathematics curriculum for Grade 4 met TIMSS standards with the following distribution: numbers (50%), geometry and measurements (30%), and data (20%). For Grade 8, the distribution was: numbers (30%), algebra (30%), geometry (20%), and data and probability (20%). Regarding the cognitive domains, the distribution was as follows: knowledge (35%), application (40%), and reasoning (25%). The cognitive domain percentages were very similar for both grades. The knowledge domain for Grade 4 accounted for 40%, compared to 35% for Grade 8. The application domain was equally represented at 40% for both grades, while reasoning was represented at 20% for Grade 4 and 25% for Grade 8. The study concluded that the Cambridge Mathematics Curriculum in Oman aligns with most of the cognitive domain standards in the process dimension of the TIMSS framework.