The degree of inclusion of mathematical reasoning vocabulary in the developed tenth grade mathematics curriculum in the post-basic education stage in the Sultanate of Oman

Abstract

The study aimed to investigate the extent of the inclusion of mathematical reasoning in the curriculum of the 10th-grade mathematics in Sultanate of Oman. To achieve the objectives of the study, the researchers used a quantitative descriptive approach by preparing an analysis card consisting of 18 indicators distributed across five domains. After verifying the instrument's validity and reliability, it was applied to four 10th-grade mathematics textbooks. The results of the study revealed that the degree of inclusion of mathematical reasoning in10th-grade mathematics curriculum in the post-basic education stage in the Sultanate of Oman was high, with a percentage of 28.25% of the total evaluative vocabulary. It was 37.33% in the first semester student book, 27.88% in the second semester student book, and 25.35% in the first semester activity book, while the second semester activity book came in at 22.34%. The results also indicated that the domain of analyzing mathematical relationships and situations came first with a percentage of 7.50%, followed by the domain of mathematical reasoning and argumentation with a percentage of 5.71%, then the domains of combining and integrating procedures and results, evaluating solutions and extracting results with a percentage of 5.40%, and finally, the domain of generalizing mathematical patterns and relationships with a percentage of 4.10%. The researchers recommended the need to diversify the formulation of evaluative vocabulary according to mathematical reasoning domains and the need to practice reasoning in all classroom and non-classroom situations.