Enhancing mathematics education in Oman: Educator perspectives and policy implications

This study examines the perspectives of mathematics educators in the Sultanate of Oman regarding factors that influence teaching efficacy, curriculum design, instructional resources, assessment methods, classroom environment, student diversity, and professional development (PD). A survey collects responses from educators across different age groups, experience levels, and geographic settings (urban and rural). The results reveal strong collaboration among teachers and active engagement in PD, but persistent challenges emerge, including reliance on summative assessments, inequitable access to instructional resources, and rural-urban disparities in technology integration. Based on these findings, the study recommends implementing modular curriculum supplements, context-sensitive PD programs, and equitable distribution of instructional resources to improve teaching effectiveness and enhance student learning outcomes.