Abstract
This study aimed to investigate knowledge-based economics skills in the content of Cambridge Mathematics Curriculum Books )7 -8) Grades from the point of view of educational supervisors, and to research the impact of gender and experience variables in the study sample, The researcher used the descriptive method, so he developed a questionnaire consisting of (23) items distributed in four areas, validated and proven, the study sample was represented in (72) mathematics supervisors in Sultanate of Oman. The results showed that the degree of availability of knowledge-based economics skills in Mathematics Cambridge curriculum is generally high with an average of (3,62). The order of the individual domains according to the degree of availability in the books came in descending order as follows: the cognitive and mental domain, the field of communication and technology, the social field, and the economic field, there are no statistically significant differences at (α = 0.05) between the supervisors' estimates of the degree of availability of knowledge-based economics skills in Cambridge mathematics curriculum for each field and for all attributable to the gender variable, while There are statistically significant differences attributable to experience for the benefit supervisors on the whole questionnaire with experience less than 15 years.
Keywords: knowledge-based economics, knowledge economy in math curriculum.