This study examined the extent to which Science, Technology, Engineering, and Mathematics (STEM) standards are incorporated into grade 8 mathematics textbooks in the Sultanate of Oman, responding to ongoing curriculum reform efforts and the need for evaluating alignment between STEM policy goals and enacted curriculum materials. A descriptive approach using content analysis was employed to analyze the grade 8 Student Book and Activity Book for the 2024–2025 academic year (both semesters), based on a structured checklist of STEM standards derived from an established practices framework. The checklist comprised twenty-eight sub-indicators organized into six STEM practice domains. After establishing the reliability (interrater reliability = 0.74) and validity of the content analysis checklist, the researchers used the idea as the unit of analysis. Results showed varied representation of STEM standards, with a strong emphasis on cognitive dimensions such as inquiry, logical reasoning, and communication, alongside minimal integration of collaboration and strategic technology use. The most represented was integrate and communicate information from STEM (36.11%), followed by engage in logical reasoning (29.55%) and engage in inquiry (23.39%). Apply and integrate rigorous STEM content ranked fourth (9.28%), while collaborate as a STEM team (1.20%) and apply technology strategically (0.56%) were minimally represented. These findings highlight an imbalance in the integration of STEM standards, with insufficient emphasis on teamwork and technology use, potentially limiting students’ opportunities to engage in authentic, interdisciplinary STEM practices. Based on these findings, the study recommends strengthening mathematics textbooks by including applied, collaborative, and technology-supported activities, particularly within the Activity Book, to promote deeper STEM engagement and better alignment with contemporary educational goals.
Elsayed et al. (2026) studied this question.