Degree of inclusion of artificial intelligence concepts and applications in the content of mathematics curricula at the basic education stage in Sultanate of Oman

Abstract

The study aimed to identify the degree of inclusion of artificial intelligence concepts and applications in the content of mathematics curricula in basic education schools in the Sultanate of Oman. The quantitative descriptive approach was used. A questionnaire tool of 24 items was prepared, checked for reliability and validity, and used for Mathematics content analysis. The study was applied for the seventh and eighth grades of basic education. The results of the study revealed that the degree of inclusion of artificial intelligence concepts and applications in the content of mathematics curricula for the seventh and eighth grades in the Sultanate of Oman was weak, as it reached 3.50% in the content of the student’s book for the first semester, the student’s book for the second semester (0.70%), and the activity book for the first semester. (1.70%), while the activity book for the second semester came in (2.40%). The results also indicated that the degree of inclusion of artificial intelligence concepts and applications in the content of mathematics curricula for the eighth grade in the Sultanate of Oman was also weak, as it reached in the content of the student’s book for the first semester (0.70%), the student’s book for the second semester (8.80%), and the activity book for the first semester (2%), while the activity book came for the second semester (0.30%). The researchers recommended the necessity of including artificial intelligence concepts and software in mathematics curricula, training mathematics teachers to teach concepts and applications of artificial intelligence, and replacing Roman numeral topics with modern digital concepts of artificial intelligence.