References
[1]. Alsowat, H. (2016). An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-Order Thinking Skills, Student Engagement and Satisfaction. Journal of Education and Practice, Vol. 7, No. 9. pp. 108-121.
[2]. Behr, M., Khoury, H. A., Harel, G., Post, T., & Lesh, R. (1997). Conceptual units analysis of preservice elementary school teachers’ strategies on a rational-number-as-operator task. Journal for Research in Mathematics Education, Vol. 28, No. 1. pp. 48-69.
[3]. Behr, M., & Post, T. (1980, April). Manipulative aids and mathematics learning: Theoretical models for research. Paper presented at the NCTM Research Presession, Seattle, WA.
[4]. Behr, M. J., Harel, G., Post, T., & Lesh, R. (1993). Rational numbers: Toward a semantic analysis -- Emphasis on the operator construct. In T. P. Carpenter, E. Fennema, & T. A. Romberg (Eds.), Rational numbers: An integration of research (pp. 49–84). Hillsdale, NJ: Erlbaum.
[5]. Boaler, J., & Staples, M. (2008). Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School. Teachers College Record. Vol. 110, No. 3. pp. 608–645.
[6]. Duval, R. (1995). Semiosis et pensee humaine. Registres sémiotiques et apprentissages intellectuels. Bern: Peter Lang.
[7]. Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/ epltt/index.php?title= Bloom%27s_Taxonomy.
[8]. Franco, C., Sztajn, P., & Ramalho, M.I. (2007) Mathematics teachers, reform and equity: Results from the Brazilian National Assessment. Journal for Research in Mathematics Education. Vol. 38, No. 4. pp. 393-419.
[9]. Hopson, M. H., Simms, R. L. & Knezek, G. A. (2001). Using a Technology-Enriched Environment to Improve Higher-Order Thinking Skills. Journal of research on Technology in Education, Vol. 34, No. 2. pp. 109-119.
[10]. Hadjichristou, C. D. & Ogbonnaya, U. I. (2015). The Effect of Using the Lakatosian Heuristic Method to Teach the Surface Area of a Cone on Students' Achievement According to Bloom's Taxonomy Levels. African Journal of Research in Mathematics, Science and Technology Education, Vol. 19, No. 2. pp.185-198.
[11]. Lesh, R., Behr, M., & Post, T. (1987). Rational number relations and proportions. In C. Janvier (Ed.), Problems of representation in teaching and learning mathematics, (pp. 41–58). Hillsdale, NJ: Erlbaum.
[12]. Marshall, J. C., & Horton, R. M. (2011). The relationship of teacher-facilitated, inquiry-based instruction to student higher-order thinking. School Science and Mathematics, Vol. 111, No. 3. pp. 93-101.
[13]. Ministry of Education. (2013). Malaysia Education Blueprint 2013-2025 (Preschoool to Post Secondary Education, Putrajaya, Malaysia: Kementerian Pendidikan Malaysia.
[14]. Nessel, D. D., & Graham, J. M. (2007). Thinking Strategies for student achievement: improving learning a cross the curriculum, K-12. (2nd ed). Thousand oaks, California: Corwin Press. A SAGE Publication Company.
[15]. Pappas, E., Pierrakos,O., & Nagel, R. (2012). Using Bloom's Taxonomy to teach Sustainability in multiple Contexts. Journal of Cleaner Production. doi: 10.1016/j.clepro.2012.09.039
[16]. Saido, G. M., Siraj, S., Bin Nordin, A. B. & Al Amedy, O. S. (2015). Higher Order Thinking Skill among secondary school students in science learning. The Malaysian online Journal of Education Science, Vol. 3, No. 3. pp. 13- 20.
[17]. Shukla, D. & Dungsungnoen, A. P. (2016). Student’s Perceived Level and Teachers’ Teaching Strategies of Higher Order Thinking Skills; A Study on Higher Educational Institutions in Thailand. Journal of Education and Practice, Vol. 7, No. 12. pp. 211-219.
[18]. Vygotsky, L.S. (1962). Thought and Language. MIT, Cambridge, MA
[19]. Wing, C. K., Piaw, C. Y. & Chang, P. K. (2014). Effects of Aural-imitative and Aural-motivic Analyses on Higher-order Thinking Skill and Creative Musical Product in Music Improvisation. Procedia- Social and Behavioral Sciences, Vol. 116, pp. 5130-5134.