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“I hereby declare that I have read this thesis and in my opinion this thesis is

sufficient in terms of scope and quality for the award of the degree of Master

of Education ( Mathematics )”

Signature !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "ame of Supervisor #$! %&MI#$E#'& &S%E I

#ate *+ ,-"E *./0


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I declare that this thesis entitled “ mathematical thin:ing in teaching secondary schools

mathematics with I21 ” was the result of my own research e;cept as cited in reference!

1he thesis is not accepted for the degrees and not concurrently submitted in candidature

any other degree!

Signature


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My beloved mother and father

S&EM&% 8I"1I "-$5"4

'-3 93I ,&&"I

ACKNOWLEDGEMENT

In the "ame of &llah= Most 4racious= Most Merciful!


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Alhamdulillah = praise be to &lmighty &llah= the Merciful= for giving me the

blessings= strength= energy= health= and patience to bring to the end= a challenging> yet=

wonderful and interesting ?ourney of my study! 1he reali@ation of the Master #egree

wor: has been never solely the result of hard wor: and would not have been possible

without the support of a number of people and organi@ations!

In preparing this thesis= I was in contact with many people= researchers=

academicians= and practitioners! 1hey have contributed towards my understanding andthoughts! In particular= I wish to e;press my sincere appreciation to my main thesis

supervisor= &ssistant 9rofessor #r! %amidre@a ashefi= for encouragement= guidance=

critics and friendship! I am also very than:ful to my 2oordinator= Mathematics

#epartment &ssociate 9rofessor #r! 'aleha 8inti Ismail for their guidance= advices and

motivation! 7ithout their continued support and interest= this thesis would not have been

the same as presented here!

I am also indebted to My8rain /A for funding my Master #egree study!

3ibrarians at -1M= ,ohor #epartment Education= all schools located in 9ontian also

deserve special than:s for their assistance in supplying the relevant research and

literature! My fellow postgraduate students should also be recogni@ed for their support!

My sincere appreciation also e;tends to all my colleagues and others who have provided

assistance at various occasions! 1heir views and tips are useful indeed! -nfortunately= it

is not possible to list all of them in this limited space! I am grateful to all my family

members!ABSTRACT


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DECLARATION iiDEDICATION iiiACKNOWLEDGEMENT ivABSTRACT vABSTRAK viCONTENT viiLIST OF TABLES ;iiLIST OF FIGURES ;iiiLIST OF ACRONYMS ;ivLIST OF APPENDIX ;v

1 INTRODUCTION 1

/!/ Introduction //!* $esearch 8ac:ground C/!C Statement of 9roblems +/!0 $esearch 5b?ectives D/!A $esearch uestions D/!+ Significance of Study F/!G 2onceptual ramewor: /./!D 1heoretical ramewor: ///!F #efinitions of 1erms /0


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C!A!/ Survey 2ontent 0CC!A!* Interview uestions 00C!A!C Survey #evelopment 0A

C!+ 9ilot Study 0AC!G Halidity $eliability 0+C!D $esearch #ata &nalysis 0G

C!D!/ Support for Halidity and $eliability 0FC!F Summary A.

4 ANALYSIS OF FINDING 51

0!/ Introduction A/0!* 9articipantsJ 9rofile and I21 -tili@ation A/0!C $esearch uestions &ddressed AA

0!C!/ $esearch uestion / A+0!C!* $esearch uestion * AG0!C!C $esearch uestion C AF0!C!0 $esearch uestion 0 +.0!C!A $esearch uestion A +C0!C!+ $esearch uestion + +A

0!0 Summary +G

5 DISCUSSION, CONCLUSIONS, AND

RECOMMENDATIONS

!

A!/ Introduction +FA!* Summary of the indings +F

A!C #iscussion of the indings G*A!C!/ Mathematical thin:ing Importance of

1eaching strategies used by teachers

and -tili@ation of I21 G*A!C!* 1eacher receptions of the importance of

I21 utili@ation in promoting


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Mathematical 1hin:ing G+A!C!C I21 utili@ation and Mathematical

1hin:ing in Secondary Schools GGA!0 2onclusion

A!A Implication of the Study

A!+ $ecommendations and uture Studies

GF

D/

D*

REFERENCES D+&ppendices & K 4 FG K /00


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LIST OF TABLES

TABLE NO" TITLE PAGE

C!/ $eliability 2oefficients for Subsections 0F

0!/ #emographic 2haracteristics of 9articipants A*

0!* 8ac:ground of $espondents AC

0!C -se of I21 in 1eaching Mathematics AA

0!0 1eaching Strategies used by teacher and ran: all items AG

0!A 1eaching Strategies using I21 used by teacher and ran:

all items AD

0!+ Important of I21 to promote studentsJ mathematical thin:ing

and ran: all items +.

0!G 2ritical Success actors and ran:s all items +/

0!D 8arriers and ran:s all items +*

0!F 1hemes and frequencies of teachersJ responses +0

0!/. 2omparisons between %igh and 3ow

(use of I21 to promote mathematical thin:ing) groupsJ

perceptions about level of support and training=

and teachersJ confidence level +G

LIST OF FIGURES


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FIGURE NO" TITLE PAGE

/!/ 2onceptual ramewor: of I21 utili@ation for secondary

mathematic teachers to promote mathematical thin:ing //C!/ 2oncurrent nested mi;ed method strategy (adapted from

2reswell= *..C= p! *0/)

CFC!* 9rocedure review 0/

LIST OF ACRONYM


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APPENDIX TITLE PAGE& Survey uestionnaire FG

8 Interview uestion /.A

2 Statistical $esults /.+

# $eliability 1ables (Main Study) //*

E 3ist of ualitative or $esearch uestion A //D

Samples of Interview $espondent /*A

$espondent & /*A

$espondent 8 /*F

$espondent 2 /C*

$espondent # /CA

4 Supporting 3etter for $esearch /0.

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