The Challenges of teaching the Cambridge Mathematics Curriculum in grades five to nine from the perceptions of teachers and supervisors in the Sultanate of Oman
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Oct 23, 2025
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Abdulaziz Hamed Mohammed AL-Omairi
https://orcid.org/0000-0001-6210-1059
https://orcid.org/0000-0001-6210-1059
Abstract
The current study aimed to identify the challenges of teaching the Cambridge Curriculum of mathematics in grades five to nine from the perceptions of teachers and supervisors in the Sultanate of Oman. The study followed the mixed method approach particularly the sequential explanatory design (QUAN-qual). To achieve the objective of the study, the quantitative tool was a questionnaire administered to a sample of (955) teachers and supervisors, and focus group interviews were conducted with a sample of (72) teachers and supervisors. The study concluded that the first and most prominent challenge facing the application of the Cambridge mathematics Curriculum was the challenge related to students. With respect to students, the highest ranked challenging aspect was the weakness of students’ basic skills. The second-ranked challenge was related to administrative challenges in terms of the delay in providing schools with books, while the third high-level challenge was related to the evaluation aspect in terms of insufficient time allotted for performing the test. Content-related challenges ranked fourth at a moderate level, the most prominent of which being the density of the content, especially in grades (7-9). Meanwhile, the teacher-related challenges ranked last at a moderate level. The results also revealed that there were differences in the challenges facing the teaching of the Cambridge Curriculum of mathematics as a whole, according to the variables of gender and years of experience.
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Keywords
Cambridge CurriculumMathematicsTeachersSupervisors
References
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Alawadhi, A. (2018). An evaluation of a new mathematics curriculum implementation in Bahrain’s primary schools: Teachers’ perspective. (Unpublished dissertation). University of Leeds.UK.
Al-Bawwābah al-taʻlīmīyah (2018). Manāhij al-ʻUlūm wa-al-riyāḍīyāt (in Arabic). Retrieved on 2/8/2023, at: https://home.moe.gov.om/math/page.html
Albuloshi, M. & ldhafri, S. (2019). Quality of Work Life and its Relationship with Teaching Self-Efficacy Beliefs of Teachers in the Sultanate of Oman (in Arabic). Jordan Journal of Educational Sciences, 15(4), 387-398.
Albulushi, S. (2019). Teaching and learning mathematics in the Sultanate of Oman: Opportunities and challenges (in Arabic). The Third Excellence Conference in teaching and learning of science and mathematics. King Saud University.
Al-Dabbāgh, ʻIṣām; al-ʻUbaydī, Amal (2015). Taqwīm al-adāʼ al-idārī lil-mashārīʻ. Markaz al-Kitāb al-Akādīmī.
Aldrrās, W. (2018). Mathematics curriculum problems for secondary education: The curriculum system from the teachers' perspectives in ARass Province (in Arabic). Majallat trbwyāt al-riyāḍīyāt, 21(4), 128-167.
Alenton, J. C. (2022). Daily practice test: Effects on mathematics performance in solving the fundamental operations on fractions. IJERI: International Journal of Educational Research and Innovation, (18), 47-61. https://doi.org/10.46661/ijeri.4519
ʻAlī, H., Maḥmūd, H. (2013). Mushkilāt tadrīs muḥtawá al-riyāḍīyāt al-Muṭawwar bi-al-marḥalah al-ibtidāʼīyah bi-al-Mamlakah al-ʻArabīyah al-Saʻūdīyah min wijhat naẓar al-Muʻallimīn wa-al-mushrifīn wa-ittijāhātuhum Naḥwa tadrīsih (in Arabic). Majallat Kullīyat al-Tarbiyah, 29 (4), 24-67.
Aljabri, W. (2021). Educational curricula and sustainable development in light of Oman 2040 vision (in Arabic). Journal of Human Development and Education for specialized Research, 7(1), 79-100.
Alkharusi, I., Ibrahim, M., & Aldaba, A. (2020). Teachers' attitudes towards Cambridge mathematics curriculum in grade seven and their implementation of knowledge-based economics skills in Sultanate of Oman. Arab Journal for Scientific Publishing, 347-366.
Alkhozeim,M.(2016). Mathematics education problems at primary schools in the light of McGraw-Hill Curricula Series. International journal of special education, 5(11), 95-108.
Alnahdi, G. & Schwab, S. (2023). The impact of gender differences in teachers’ teaching practices and attitudes on students’ math and science achievement in Saudi Arabia: Evidence from TIMSS 2019 data. Frontiers in Psychology, 14, 1066843. doi: 10.3389/fpsyg.2023.1066843
Al-Rushidi, k., Al-Harthi, A., Amir, M., & Al-Mahdy, Y. (2022). Teachers’ resistance to change in math and science curricula in the Sultanate of Oman (in Arabic). Jordan Journal of Educational Sciences, 18(3), 481-482. Doi://10.47015/18.3.3
Alsubaie, M. (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and Practice, 7(9), 106-107.
Al-Zahrānī, M. (2016). The perceived organizational justice and its relationship change resistance among the secondary school teachers in Al-Laith District (in Arabic). Egyptian Association for Reading and Knowledge Journal, 181, 1-48.
Cambridge University (2023). International curriculum. Cambridge University Press & Assessment.
Citron, J. (2020). Initial recommendations report: Maths & science grades 9-10. Cambridge University Press.
Conca, L., Schechter, C., & Castle, S. (2004). Challenges teachers face as they work to connect assessment and instruction. Teachers and teaching, 10(1), 59-75.
Creswell, J. W. & Plano Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
Dawal, B. S. & Mangut, M. (2021). Overloaded curriculum content: Factor responsible for students under achievement in basic science and technology in junior secondary schools in Plateau State, Nigeria. KIU Journal of Social Sciences, 7(2), 123-128.
English, M. & Kitsantas, A. (2013). Supporting student self-regulated learning in problem-and project-based learning. Interdisciplinary journal of problem-based learning, 7(2), 128-150. https://doi.org/10.7771/1541-5015.1339
Hahler, S. & Corbett, K. S. (2014, June). Using teacher feedback to improve the design of a fourth-year high school mathematics curriculum. In 2014 ASEE Annual Conference & Exposition (pp. 24-1347).
Hamlaoui, S. (2021). Teachers’ resistance to educational change and innovations in the Middle East and North Africa: A case study of Tunisian universities. Re-Configurations, 171-184.
Hassan, H. & Hamid, H. (2014). Challenges hindering the goal achievement of improved mathematics and science curricula from the point of view of intermediate school teachers in Saudi Arabia (in Arabic). Journal of Arab Studies in Education & Psychology, 50, 87–108.
Howitt, D. & Cramer, D. (2007). Introduction to research methods in psychology. Pearson Education.
Karali, Y. (2022). Difficulties ؤlassroom teachers encounter in teaching mathematics: A phenomenological study. International Journal of Progressive Education, 18(5), 75-99. DOI: 10.29329/ijpe.2022.467.5
Kikas, E., Soodla, P., & Magi, K. (2018). Teacher judgments of student reading and math skills: Associations with child- and classroom-related factors. Scandinavian Journal of Educational Research, 62(5), 783-797. https://doi.org/10.1080/00313831.2017.1307271
Lomba-Portela, L., Dominguez-Lloria, S., & Pino-Juste, M. R. (2022). Resistances to educational change: Teachers’ perceptions. Education Sciences, 12(5),1-12. https://doi.org/10.3390/educsci12050359
Muharram, A. R. (2018). The English teachers’ challenges and efforts in teaching by applying 2013 curriculum. (Unpublished master's thesis). Sultan Agung Islamic University.
Mullis, I. V., Martin, M. O., Foy, P., Kelly, D. & Fishbein, M. (2020). TIMSS 2019 international results in mathematics and science. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
Ngwenya, V. C. (2020). Curriculum implementation challenges encountered by primary school teachers in Bulawayo Metropolitan Province, Zimbabwe. Africa Education Review, 17(2), 158-176.
Rudhumbu, N. & Rudhumbu, L. (2018). Implementing mathematics curriculum in primary schools in Botswana: Issues and challenges. Journal of Studies in Social Sciences and Humanities, 4(3), 63-75.
Vinnervik, P. (2020). Implementing programming in school mathematics and technology: Teachers’ intrinsic and extrinsic challenges. International journal of technology and design education, 1-30.
Wizārat al-Tarbiyah wa-al-taʻlīm. (2018). Taqrīr syr al-barāmij al-Tadrībīyah al-khāṣṣah bslāsl al-ʻUlūm wa-al-riyāḍīyāt llṣfyn (5-6) (in Arabic). Sultanate of Oman.
Wizārat al-Tarbiyah wa-al-taʻlīm. (2021). Bayān bi-shaʼn al-Kutub al-dirāsīyah (in Arabic). Sultanate of Oman.
Wizārat al-Tarbiyah wa-al-taʻlīm. (2022). Nashrah tawjīhīyah ḥawla tadrīs Manāhij al-riyāḍīyāt fī ḍawʼ taṭbīq Salāsil Kāmbrīdj al-ʻĀlamīyah (in Arabic). Sultanate of Oman.
*************************************************************************************
البلوشي، سليمان. (2019). تعليم وتعلم الرياضيات في سلطنة عمان: الفرص والتحديات. مؤتمر التميز الثالث في تعليم وتعلم الرياضيات. جامعة الملك سعود.
البلوشي، مريم والظفري، سعيد. (2019). جودة الحياة الوظيفية وعلاقتها بمعتقدات الكفاءة الذاتية التدريسية لدى المعلمين بسلطنة عمان. المجلة الأردنية في العلوم التربوية، 15(4)، 387–398.
البوابة التعليمية. (2018). مناهج العلوم والرياضيات. استرجع بتاريخ 2/8/2023 من الرابط: https://home.moe.gov.om/math/page.html
الجابري، وليد. (2021). تطوير المناهج التعليمية والتنمية المستدامة في ظل رؤية عمان 2040. مجلة التنمية البشرية والتعليم والأبحاث التخصصية،7 (1)، 79-100.
حسن، حمودة وحامد، هاني. (2014). التحديات التي تعوق المناهج المطورة في الرياضيات والعلوم من تحقيق أهدافها من وجهة نظر المعلمين بالمرحلة المتوسطة في المملكة العربية السعودية. مجلة دراسات عربية في التربية وعلم النفس، 50، 87–108. Doi: 10.12816/0022363
الخزيم، محمد. (2016). مشكلات تعليم الرياضيات في المرحلة الابتدائية في ضوء سلسلة مناهج ماجرو هل (McGraw-Hill). المجلة التربوية الدولية المتخصصة، 5(11)، 95–108.
الدباغ، عصام والعبيدي، أمل. (2015). تقويم الأداء الإداري للمشاريع. مركز الكتاب الأكاديمي، عمان، الأردن.
الدرَّاس، وائل. (2018). مشكلات مناهج الرياضيات للتعليم الثانوي: نظام المقررات من وجهة نظر المعلمين بمحافظة الرس. مجلة تربويات الرياضيات، 21(4)، 128–167.
الرشيدية، خاتمة والحارثية، عائشة وعامر، محمود والمهدي، ياسر. (2022). العدالة المعلوماتية في الإشراف التربوي ومقاومة المعلمين للتغيير: دراسة تطبيقية على مشروع سلاسل العلوم والرياضيات بسلطنة عمان. مجلة العلوم التربوية، 18(3)، 437–449. Doi://10.47015/18.3.3
الزهراني، محمد. (2016). العدالة التنظيمية المدركة وعلاقتها بمقاومة التغيير لدى معلمي المدارس الثانوية بمحافظة الليث. مجلة القراءة والمعرفة، 181، 1–48.
علي، حسن ومحمود، حسن. (2013). مشكلات تدريس محتوى الرياضيات المطور بالمرحلة الابتدائية بالمملكة العربية السعودية من وجهة نظر المعلمين والمشرفين واتجاهاتهم نحو تدريسه. مجلة كلية التربية، 29(4)، 24–67.
وزارة التربية والتعليم. (2018). تقرير سير البرامج التدريبية الخاصة بمناهج العلوم والرياضيات للصفين (5–6)، سلطنة عمان.
وزارة التربية والتعليم. (2021). بيان بشأن الكتب الدراسية، سلطنة عمان.
وزارة التربية والتعليم. (2022). نشرة توجيهية حول تدريس مناهج الرياضيات في ضوء تطبيق سلاسل كامبريدج العالمية، سلطنة عمان.
Abdalgani, Y. & Alhalja, Y. (2022). The impact of the homework in mathematics on learning style of Arab primary school students in Israel. International e-Journal of Educational Studies, 6(11), 45-55. https://doi.org/10.31458/iejes.1053053
Alawadhi, A. (2018). An evaluation of a new mathematics curriculum implementation in Bahrain’s primary schools: Teachers’ perspective. (Unpublished dissertation). University of Leeds.UK.
Al-Bawwābah al-taʻlīmīyah (2018). Manāhij al-ʻUlūm wa-al-riyāḍīyāt (in Arabic). Retrieved on 2/8/2023, at: https://home.moe.gov.om/math/page.html
Albuloshi, M. & ldhafri, S. (2019). Quality of Work Life and its Relationship with Teaching Self-Efficacy Beliefs of Teachers in the Sultanate of Oman (in Arabic). Jordan Journal of Educational Sciences, 15(4), 387-398.
Albulushi, S. (2019). Teaching and learning mathematics in the Sultanate of Oman: Opportunities and challenges (in Arabic). The Third Excellence Conference in teaching and learning of science and mathematics. King Saud University.
Al-Dabbāgh, ʻIṣām; al-ʻUbaydī, Amal (2015). Taqwīm al-adāʼ al-idārī lil-mashārīʻ. Markaz al-Kitāb al-Akādīmī.
Aldrrās, W. (2018). Mathematics curriculum problems for secondary education: The curriculum system from the teachers' perspectives in ARass Province (in Arabic). Majallat trbwyāt al-riyāḍīyāt, 21(4), 128-167.
Alenton, J. C. (2022). Daily practice test: Effects on mathematics performance in solving the fundamental operations on fractions. IJERI: International Journal of Educational Research and Innovation, (18), 47-61. https://doi.org/10.46661/ijeri.4519
ʻAlī, H., Maḥmūd, H. (2013). Mushkilāt tadrīs muḥtawá al-riyāḍīyāt al-Muṭawwar bi-al-marḥalah al-ibtidāʼīyah bi-al-Mamlakah al-ʻArabīyah al-Saʻūdīyah min wijhat naẓar al-Muʻallimīn wa-al-mushrifīn wa-ittijāhātuhum Naḥwa tadrīsih (in Arabic). Majallat Kullīyat al-Tarbiyah, 29 (4), 24-67.
Aljabri, W. (2021). Educational curricula and sustainable development in light of Oman 2040 vision (in Arabic). Journal of Human Development and Education for specialized Research, 7(1), 79-100.
Alkharusi, I., Ibrahim, M., & Aldaba, A. (2020). Teachers' attitudes towards Cambridge mathematics curriculum in grade seven and their implementation of knowledge-based economics skills in Sultanate of Oman. Arab Journal for Scientific Publishing, 347-366.
Alkhozeim,M.(2016). Mathematics education problems at primary schools in the light of McGraw-Hill Curricula Series. International journal of special education, 5(11), 95-108.
Alnahdi, G. & Schwab, S. (2023). The impact of gender differences in teachers’ teaching practices and attitudes on students’ math and science achievement in Saudi Arabia: Evidence from TIMSS 2019 data. Frontiers in Psychology, 14, 1066843. doi: 10.3389/fpsyg.2023.1066843
Al-Rushidi, k., Al-Harthi, A., Amir, M., & Al-Mahdy, Y. (2022). Teachers’ resistance to change in math and science curricula in the Sultanate of Oman (in Arabic). Jordan Journal of Educational Sciences, 18(3), 481-482. Doi://10.47015/18.3.3
Alsubaie, M. (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and Practice, 7(9), 106-107.
Al-Zahrānī, M. (2016). The perceived organizational justice and its relationship change resistance among the secondary school teachers in Al-Laith District (in Arabic). Egyptian Association for Reading and Knowledge Journal, 181, 1-48.
Cambridge University (2023). International curriculum. Cambridge University Press & Assessment.
Citron, J. (2020). Initial recommendations report: Maths & science grades 9-10. Cambridge University Press.
Conca, L., Schechter, C., & Castle, S. (2004). Challenges teachers face as they work to connect assessment and instruction. Teachers and teaching, 10(1), 59-75.
Creswell, J. W. & Plano Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
Dawal, B. S. & Mangut, M. (2021). Overloaded curriculum content: Factor responsible for students under achievement in basic science and technology in junior secondary schools in Plateau State, Nigeria. KIU Journal of Social Sciences, 7(2), 123-128.
English, M. & Kitsantas, A. (2013). Supporting student self-regulated learning in problem-and project-based learning. Interdisciplinary journal of problem-based learning, 7(2), 128-150. https://doi.org/10.7771/1541-5015.1339
Hahler, S. & Corbett, K. S. (2014, June). Using teacher feedback to improve the design of a fourth-year high school mathematics curriculum. In 2014 ASEE Annual Conference & Exposition (pp. 24-1347).
Hamlaoui, S. (2021). Teachers’ resistance to educational change and innovations in the Middle East and North Africa: A case study of Tunisian universities. Re-Configurations, 171-184.
Hassan, H. & Hamid, H. (2014). Challenges hindering the goal achievement of improved mathematics and science curricula from the point of view of intermediate school teachers in Saudi Arabia (in Arabic). Journal of Arab Studies in Education & Psychology, 50, 87–108.
Howitt, D. & Cramer, D. (2007). Introduction to research methods in psychology. Pearson Education.
Karali, Y. (2022). Difficulties ؤlassroom teachers encounter in teaching mathematics: A phenomenological study. International Journal of Progressive Education, 18(5), 75-99. DOI: 10.29329/ijpe.2022.467.5
Kikas, E., Soodla, P., & Magi, K. (2018). Teacher judgments of student reading and math skills: Associations with child- and classroom-related factors. Scandinavian Journal of Educational Research, 62(5), 783-797. https://doi.org/10.1080/00313831.2017.1307271
Lomba-Portela, L., Dominguez-Lloria, S., & Pino-Juste, M. R. (2022). Resistances to educational change: Teachers’ perceptions. Education Sciences, 12(5),1-12. https://doi.org/10.3390/educsci12050359
Muharram, A. R. (2018). The English teachers’ challenges and efforts in teaching by applying 2013 curriculum. (Unpublished master's thesis). Sultan Agung Islamic University.
Mullis, I. V., Martin, M. O., Foy, P., Kelly, D. & Fishbein, M. (2020). TIMSS 2019 international results in mathematics and science. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
Ngwenya, V. C. (2020). Curriculum implementation challenges encountered by primary school teachers in Bulawayo Metropolitan Province, Zimbabwe. Africa Education Review, 17(2), 158-176.
Rudhumbu, N. & Rudhumbu, L. (2018). Implementing mathematics curriculum in primary schools in Botswana: Issues and challenges. Journal of Studies in Social Sciences and Humanities, 4(3), 63-75.
Vinnervik, P. (2020). Implementing programming in school mathematics and technology: Teachers’ intrinsic and extrinsic challenges. International journal of technology and design education, 1-30.
Wizārat al-Tarbiyah wa-al-taʻlīm. (2018). Taqrīr syr al-barāmij al-Tadrībīyah al-khāṣṣah bslāsl al-ʻUlūm wa-al-riyāḍīyāt llṣfyn (5-6) (in Arabic). Sultanate of Oman.
Wizārat al-Tarbiyah wa-al-taʻlīm. (2021). Bayān bi-shaʼn al-Kutub al-dirāsīyah (in Arabic). Sultanate of Oman.
Wizārat al-Tarbiyah wa-al-taʻlīm. (2022). Nashrah tawjīhīyah ḥawla tadrīs Manāhij al-riyāḍīyāt fī ḍawʼ taṭbīq Salāsil Kāmbrīdj al-ʻĀlamīyah (in Arabic). Sultanate of Oman.
*************************************************************************************
البلوشي، سليمان. (2019). تعليم وتعلم الرياضيات في سلطنة عمان: الفرص والتحديات. مؤتمر التميز الثالث في تعليم وتعلم الرياضيات. جامعة الملك سعود.
البلوشي، مريم والظفري، سعيد. (2019). جودة الحياة الوظيفية وعلاقتها بمعتقدات الكفاءة الذاتية التدريسية لدى المعلمين بسلطنة عمان. المجلة الأردنية في العلوم التربوية، 15(4)، 387–398.
البوابة التعليمية. (2018). مناهج العلوم والرياضيات. استرجع بتاريخ 2/8/2023 من الرابط: https://home.moe.gov.om/math/page.html
الجابري، وليد. (2021). تطوير المناهج التعليمية والتنمية المستدامة في ظل رؤية عمان 2040. مجلة التنمية البشرية والتعليم والأبحاث التخصصية،7 (1)، 79-100.
حسن، حمودة وحامد، هاني. (2014). التحديات التي تعوق المناهج المطورة في الرياضيات والعلوم من تحقيق أهدافها من وجهة نظر المعلمين بالمرحلة المتوسطة في المملكة العربية السعودية. مجلة دراسات عربية في التربية وعلم النفس، 50، 87–108. Doi: 10.12816/0022363
الخزيم، محمد. (2016). مشكلات تعليم الرياضيات في المرحلة الابتدائية في ضوء سلسلة مناهج ماجرو هل (McGraw-Hill). المجلة التربوية الدولية المتخصصة، 5(11)، 95–108.
الدباغ، عصام والعبيدي، أمل. (2015). تقويم الأداء الإداري للمشاريع. مركز الكتاب الأكاديمي، عمان، الأردن.
الدرَّاس، وائل. (2018). مشكلات مناهج الرياضيات للتعليم الثانوي: نظام المقررات من وجهة نظر المعلمين بمحافظة الرس. مجلة تربويات الرياضيات، 21(4)، 128–167.
الرشيدية، خاتمة والحارثية، عائشة وعامر، محمود والمهدي، ياسر. (2022). العدالة المعلوماتية في الإشراف التربوي ومقاومة المعلمين للتغيير: دراسة تطبيقية على مشروع سلاسل العلوم والرياضيات بسلطنة عمان. مجلة العلوم التربوية، 18(3)، 437–449. Doi://10.47015/18.3.3
الزهراني، محمد. (2016). العدالة التنظيمية المدركة وعلاقتها بمقاومة التغيير لدى معلمي المدارس الثانوية بمحافظة الليث. مجلة القراءة والمعرفة، 181، 1–48.
علي، حسن ومحمود، حسن. (2013). مشكلات تدريس محتوى الرياضيات المطور بالمرحلة الابتدائية بالمملكة العربية السعودية من وجهة نظر المعلمين والمشرفين واتجاهاتهم نحو تدريسه. مجلة كلية التربية، 29(4)، 24–67.
وزارة التربية والتعليم. (2018). تقرير سير البرامج التدريبية الخاصة بمناهج العلوم والرياضيات للصفين (5–6)، سلطنة عمان.
وزارة التربية والتعليم. (2021). بيان بشأن الكتب الدراسية، سلطنة عمان.
وزارة التربية والتعليم. (2022). نشرة توجيهية حول تدريس مناهج الرياضيات في ضوء تطبيق سلاسل كامبريدج العالمية، سلطنة عمان.
How to Cite
AL-Omairi, Abdulaziz Hamed Mohammed. 2025. “The Challenges of Teaching the Cambridge Mathematics Curriculum in Grades Five to Nine from the Perceptions of Teachers and Supervisors in the Sultanate of Oman”. Journal of Educational Sciences – Qatar University 25 (2). https://doi.org/10.29117/jes.2025.0226.
Section
Articles in Arabic