Teaching Thinking Skills: Perception and Practice of in Teaching and Learning of Mathematics Teacher in the Classroom (18 - 36)

Abstract

The aim of this study is to examine the perception and practice of teaching thinking skills in teaching and learning of mathematics in the classroom. The main focus is given to the teacher’s perception of teaching thinking skills that include the aspects of teaching approaches, the value and importance of teaching thinking skills, teacher efficacy, and the supports by curriculum and the school. Second, to study the teaching of thinking skills adopted by mathematics teachers in the classroom. The study also wanted to see if there were any differences in practice between the gender in teaching thinking skills and teaching experiences. The study indicate there is or there is no relationship between teacher perceptions and practices of teaching thinking skills. The study sample indicate 144 secondary school mathematics teachers in Muar District. The data was being analysed by using Statistical Package for Social Science (SPSS) version 17.0. The study showed that teachers have positive perceptions towards the teaching of thinking and practice of teaching thinking skills in the classroom. The findings of this study also show that there is no difference in the perception between male and female teachers as well as experienced and less experienced teachers. The findings also show that there is relationship between perceptions of teachers think about teaching thinking skills and teaching practices.