| Abstract | 第6-7页 |
| 摘要 | 第8-10页 |
| Dedication | 第10-11页 |
| Acknowledgements | 第11-17页 |
| List of Abbreviations | 第17-18页 |
| CHAPTER ONE | 第18-23页 |
| 1.0. INTRODUCTION | 第18页 |
| 1.1. Background of the Study | 第18-20页 |
| 1.2. Problem Statement | 第20页 |
| 1.3. Purpose of the study | 第20-21页 |
| 1.4. Research questions | 第21页 |
| 1.5. Objectives of the study | 第21页 |
| 1.6. Significance of the study | 第21-22页 |
| 1.7. Limitation and delimitations | 第22页 |
| 1.8. Definition of key terms | 第22-23页 |
| CHAPTER TWO | 第23-39页 |
| 2.0. LITERATURE REVIEW | 第23页 |
| 2.1. Introduction | 第23页 |
| 2.2. Forms of classroom communication | 第23-24页 |
| 2.3. Perspectives on mathematical classroom communication | 第24-26页 |
| 2.3.1. Uni-directional communication | 第25页 |
| 2.3.2. Contributive communication | 第25页 |
| 2.3.3. Reflective communication | 第25页 |
| 2.3.4. Instructive communication | 第25-26页 |
| 2.4. Factors affecting communication in mathematics classroom | 第26-35页 |
| 2.4.1. Effective Teacher Communication | 第26-31页 |
| 2.4.2. Content Relevance | 第31-32页 |
| 2.4.3. Mathematics Language | 第32-33页 |
| 2.4.4. Effective Student Communication | 第33-34页 |
| 2.4.5. Classroom Environment | 第34-35页 |
| 2.5. Conceptual Framework | 第35-39页 |
| CHAPTER THREE | 第39-44页 |
| 3.0. RESEARCH METHODOLOGY | 第39页 |
| 3.1. Introduction | 第39页 |
| 3.2. Research Design | 第39页 |
| 3.3. Area and the population of the study | 第39页 |
| 3.4. Sample size and Sampling techniques | 第39-40页 |
| 3.5. Data Collection Methods | 第40-42页 |
| 3.5.1. Questionnaires | 第40-42页 |
| 3.5.2. Telephone Interviews | 第42页 |
| 3.6. Validity and Reliability of the data collection instruments | 第42-43页 |
| 3.7. Data Analysis Procedures | 第43页 |
| 3.8. Ethical Consideration | 第43-44页 |
| CHAPTER FOUR | 第44-75页 |
| 4.0. FINDINGS (Data Analysis and Results) | 第44页 |
| 4.1. Introduction | 第44页 |
| 4.2. Descriptive Summary of Mathematics Teachers' and Students' Characteristics | 第44-50页 |
| 4.3. Main findings | 第50-75页 |
| CHAPTER FIVE | 第75-90页 |
| 5.0. DISCUSSION, CONCLUSION AND RECOMMENDATIONS | 第75页 |
| 5.1. Introduction | 第75页 |
| 5.2. Factors influencing communication in teaching and learning process in mathematics classroom | 第75-78页 |
| 5.2.1. Mathematics teachers' and students' attitude towards mathematics | 第75-76页 |
| 5.2.2. Teachers' clarity and students' view on teachers' clarity | 第76页 |
| 5.2.3. Teachers' communication concerns and students' engagement in classroom | 第76-77页 |
| 5.2.4. Teacher immediacy and students' interaction with the teachers | 第77页 |
| 5.2.5. Content relevance and mathematical language | 第77-78页 |
| 5.3. Correlation between pairs of teacher-related variables | 第78-80页 |
| 5.4. Correlation between pairs of student-related variables | 第80-83页 |
| 5.5. The most prevailing pattern of communication in secondary schools in Kenya | 第83-84页 |
| 5.6. Challenges faced in communication in mathematics classroom | 第84-86页 |
| 5.7. Conclusions | 第86-88页 |
| 5.8. Recommendations and implications | 第88-90页 |
| References | 第90-98页 |
| Appendices | 第98-107页 |
