The study aimed to know the extent to which the skill of productive thinking included in the content of the mathematics book for the grade Eighth basic education in Oman. The study followed the analytical descriptive approach of the content analysis tool research method and was appointed by the study community in full and targeted examples, exercises, issues, generalizations, and theories in the content of the basic eighth grade mathematics curriculum available in the student book and activity book for the first and second semesters. To achieve the objectives of the study, the researcher used the card to analyze the content of the list of skills of thinking produced and included Seven skills for productive thinking, including three skills for creative thinking:(fluency, originality, and flexibility) and four skills for critical thinking (deduction, explanation, prediction of assumptions, evaluation of arguments and discussions) and included 25 indicators for them. The results of the study showed the existence of a gap Between the two parts of productive thinking about the student book content and activity. The content focused heavily on critical thinking skills of 82.65%, compared to 17.35% for creative thinking skills and that creative thinking skills did not receive sufficient attention in the study content. There was a difference between the skills of thinking produced at the indicative level (α≤0.05) and the use of the chi-Squared test, which was valued at (0.296). Was in favour of the interpretive skill of the two semesters, which amounted to. 0,034) The rest of the skills have no difference due to the semester, and in the light of the previous results the study recommended a number of recommendations including the need to comprehensive the mathematics curriculum and include all the skills of thinking produced in a balanced and sequenced way between the two chapters to harmonize more by expanding to add more enrichment activities for students who are interested in creativity thinking to integrate in a balanced way. The researcher also suggested conducting studies comparing the skills of thinking produced with the content of mathematics and comparing it with the content of mathematics for Arab or foreign countries that are designed according to the skills of productive thinking.