Abdullah Md Isa (2004). Penguasaan fakta asas darab di kalangan murid Tahun Dua. Tesis

Sarjana. Fakulti Pendidikan, Universiti Malaya.

 

Agnes, M. (2003). Numeracy in childhood. London: TIMES.

 

Aida Suraya Yunus. (1996). Skim nombor perpuluhan bagi murid tahun lima sekolah

rendah. Tesis Doktor falsafah. Universiti Malaya.

 

Aida Suraya Yunus. (1999). Temuduga klinikal: Asas dalam mengenal pasti mood tentang

sesuatu konsep. Jumal Pendidikan, 12-18.

 

Aini Hassan. (2002). Penggunaan pelbagai teknik mendapatkan data kualitatif pengetahuan

guru. In M. Yusoff, Penyelidikan kua/itatif: Pengalaman kerja lapangan kajian.

Kuala Lumpur: Universiti Malaya.

 

Amin Salleh & Maheran Abu. (2001). Laporan pembelajaran. Kuala Lumpur: Bahagian

Perancangan dan Penyelidikan, Kementerian Pelajaran Malaysia.

 

Amin Salleh, Maheran Abu & Faridah Abu Hassan. (2002). Matematik sekolah rendah.

Kuala lumpur: Bahagian perancangan dan penyelidikan, Kementerian Pelajaran

Malaysia.

 

Anderson, J. (1989). The architecture of cognition. Cambridge: MA:Harvard University

Press.

 

Anderson, J. (2010). Collaborative problem solving as modeling in the primary years of

schooling. In Kaur, B & Dindyal, J (Eds.), Mathematical applications and

modeling: Yearbook 2010, Association of Mathematics Educators, Singapore:

World Scientific Publishing.

 

Anghileri, J. (2000). Intuitive approaches, mental strategies and standard algorithms. In

Anghileri (Ed). Principles and practices in arithmatics teaching. Buckingham: Open

University Press.

 

Anderson, J. (2014). Forging new opportumties for problem solving in Australian

mathematics classrooms through the first national mathematics curriculum. In

Yeping, L. & Glenda, L. (Eds.), Mathematics curriculum in school education,

Dordrecht: Springer.

 

Anghileri, J. (2000). Teaching number sense. New York: Continum International

Publication Group.

 

Ann Gervasoni, L. P. (2008). Bridging the numeracy gap for students in low SES

cmmunities: The power ofa whole school approach. Australia: Commonwealth of

Australia.

 

Anstey, M. (2003). Multiliteracies and the for resources model. Sydney: Prentice Hall.

 

Anthony, G. & Walshaw, M. (2007). Characteristics of pedagogical approaches that

facilitate learning for diverse learners in early childhood and schooling in

mathematics.Journal Mathematics ofEducation.

 

Ashley, C. (2007). Supporting numeracy: A Guide for school support staff. New York:

Paul Chapman Publishing.

 

Askew, M. & Brown, M. (2001). Teaching and learning prmary numeracy:

policy.practice and effectictiveness. London: TTA.

 

Askew, M. (2001). Policy, practise and principles in teaching numeracy. In P.Gates, Jurnal

Issues in mathematics-teaching, 105-119.

 

Askew, M. (2002). The changing primary mathematics classroom-the challenge of the

national numeracy strategy. In L. (Ed), Aspects of Teaching Secondry

Mathematics: Perspectives on Practice London: Routledge Falmer.

 

Askew, M., Brown, M., Rhodes, V., Wiliam, D., & Johnson, D. (1997). Effective teachers

ofnumeracy: report ofa study carried out for the teacher training agency. London:

King's College, University of London.

 

Asiah Ismail. (2004). Beberapa pola kesilapan dalam kefahaman konsep nombor

perpuluhan dalam kalangan murid tingkatan satu. .Jurnal Pendidikan Matematik

Sains BP 1:10-13.

 

Atkinson, P. C. (2003). Key themes in qualitative research: Continuities and cahanges.

Walnut creek: CA: Alta Mira.

 

Bahagian Pembangunan Kurikulum (2010). Programme literacy and numeracy screening

(LINUS). Kuala Lumpur: Pusat Perkembangan Kurikulum.

 

Bahagian Pembangunan Kurikulum, (2010). Program Literasi dan Numerasi (Linus).

Kuala Lumpur: Bahagian Sekolah Rendah

 

Baker, A. & Baker, J. (2009). Natural math's strategies. Clayton South, Victoria: Blake.

 

Baker, D. S. (2001). Understanding home school relations in numeracy. Proceeding ofthe

British Societyfor Research into Learning Mathematics. 2(2): 41-48.

 

Ball D. C., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what

makes it special? Journal of Teacher Education 59 (5):389-407.

 

Ball D. L. & Bass, H. (2000). Interwearing content and padagogy in teaching and learning

to teach knowing and using mathematics. In J. Boaler Multiple perspective on

mathematics teaching and learning (83-104). Westport: Ablex publishing.

 

Ball, D. L. (1993). Halves pieces and twoths: constructing and using representational

contexts in teaching fraction. In E. F. T.P Carpenter, Rational numbers: an

intergration ofresearch (157-195). Hillsdale: Lawrence Erlbaum.

 

Ball, D. L. (2002). Mathematical proficiency for all students: Toward a strategic research

and development program in mathematics education. USA: RAND

Education/Science and Teknology Policy Institute.

 

Ball, D.L. (2003). What mathematical knowledge is necessary for teaching mathematics.

USA: US Department of Education.

 

Baroody, A. (2003). The development ofadaptive expertise andflexibility: The integration

of conceptual and procedural knowledge. In a Baroody & A. Dowker (Eds) the

development of arithmetic concepts ans skills: Constructing adaptive expertise.

Mahwah, NJ: Erlbaum.

 

Baroody, A. (2000). Children, difficulties III subtraction: some causes and cure.

Mathematics Teachers 32(3): 14-19.

 

Bass, H. (2005). Mathematics, mathematicians and mathematics education. Bulletin of the

American mathematics sociaty. 42 (14): 417-430.

 

Batanero, C. (2002). The role of models in understanding and improving statistical

literacy. International Statistical Review, 70, 37-40.

 

Behr, M. H. (1992). Rational number, ratio and proportion. In D.A Grouws. Handbook of

research on mathematics teaching and learning: A project of the National Council

of Teachers ofMathmematics, 209-333.

 

Berch, D. B. (2005). Making sense of number sense: Implications for children with

mathematical disabilities. Journal ofLearning Disabilities, 38(4), 333-339.

 

Berg, B. (2005). Quaitative research methods for the social seciences. Boston: Allyn and

Bacon.

 

Berteletti, I. L. (2010). Numerical estimation in preschoolers. Developmental psychology

46(2), 545-551.

 

Biddlecomb, B., & Carr, M. (20 11). A longitudinal study of the development of

mathematics strategies and underlying counting schemes. International journal of

science and mathematics education 9(1), 1-24.

 

Biggs, J., & Tang, C. (2007). Teachingfor quality learning at university (3fded). Berkshire:

Open University.

 

Bill, C. (2000). Metaphores and other liguistik pointers to children's mental

representations. In proceding of the British Socialty for research in learning.

 

Binder, C., Haughton, E., & Bateman, B. (2002). Fluency: Achieving true mastery in the

learningprocess.

 

Bishop, M. A., Clements, C., Keitel, J., & Leung, F. K. (2003) Second international

handbook ofmathematics education. Dordrecht: Kluwer.

 

Bishop. (2008). On the geometry of localization, tracking and navigation. Melbourne:

Deakin University.

 

Bloom, B. S. (1956). Taxonomy of education objective: The classification of educational

goals. London: Logman.

 

Bobies, J. C. (2005). Supporting teachers in the development of young children's

mathematical thinking: Three Large scale cases. Mathematics Education Research

Journal 16(3) ,27-57.

 

Bobis, A. P. (2004). The Learning framework in number and its impact on teacher

knowledge pedagogy. Sydney: New South Wales Department of Education &

Training.

 

Bobis, J. (2006). The learningframework in number and its impact on teacher knowledge

and pedagogy. Syedney: New South Wales Department of Education & Training.

 

Bobis, J. (2009). The learningframework in number and its impact on teacher knowledge

and pedagogy. Syedney: New South Wales Department of Education & Training.

 

Bogdan & Bilden. (2003). Qualitative research for education: An introduction to theories

and methods (4 ed). Boston: Allyn & Bacon.

 

Bogdan, (2003). Qualitative research for education: an introduction to theories and

methods. Boston: Allyn & Bacon.

 

Bogdan, K. (2007). Qualitative research for education. Pearson: Ally & Bacon.

 

Bonner, P.J. (2006). Transformation of teacher attitude and approach to math instruction

through collaborative action research. Teacher Education Quarterly, Summer

Issue 2006, 1-16.

 

Booth, J., & R. Siegler. (2008). Numerical magnitude representations influence arithmetic

learning. Child Development

 

Brian Street, D. B. (2008). Navigating numeracy as home/school numeracy practices.

Journal research Mathematics Education.

 

Broody, A. J. (1986). The relationship between initial meaningful and mechanical

knowledge of aritmetik. Hillsdale: NJ. Erlbaun.

 

Brown, M. A. (2003). The key role of educational research in the development and

evaluation of the National Numeracy Strategy. British Educational Research

Journal 29(5) , 663-680.

 

Brown, M.A. (2000). Effective Teaching of numeracy. Paper presented at the High

expectations, outstanding

 

Brown, M.A. (2000). What kinds of teaching and what other foctors accelerate promary

pupil's progress in acquiring numeracy? ACER Research.

 

Brownell, W. A. (1935). Psychological consideration in the learning and the teaching of

mathematics: The Teaching ofArithmetics.

 

Bruner, J. (1960). Beyond the information given. Cambridge: MA:Harvard University

Press.

 

Bulgar, S. (2003). Children's sense-making of division of fracton. Journal ofMathematical

Behavior, 22, 319-334.

 

Bums, R. B. (2000). Introduction to research methods.. Australia: Pearson Education.

 

Butterworth, B., & Laurillard, D. (2010). Low numeracy and dyscalculia: identification

and intervention. Zentral blattfiir didaktik der mathematic (ZDM) 42,527-539.

 

Bynner, J. & S. Parsons. (2006). Does numeracy matter more? London: Institut of

Education, University of London

 

Caney, A. & Watson, J. M. (2003). Mental computation strategies for part- whole

numbers. Australian Association for Research in Education AARE 2003.

Conference Papers: International Education Research Conference, 30 November - 3

December 2003, Auckland, New Zealand EJ ISBN 1324- 9320.

 

Carlson, R.E. (1990). Assessing teachers' pedagogical content knowledge: Item

development issues. Journal ofpersonal evaluation in education, 4, 157-173.

 

Carpenter, T.P., Fenneman, E., Franke, M.L.Levi, & L., & Empson, S.B. (2008).

Children's mathematics: cognitively guided instruction. Portmouth, NH:

Heinemann.

 

Carpenter, T. P., Moser, J. M., & Bebout, H. C. (1998).Representation of addition and

subtraction word problems. Journal for research in mathematics education, J9(4),

345-357.

 

Catheart, W. G., Pontheir, Y.M., Vance, J.H., & Bezuk, N.S. (2000). Learning

mathematics in elemntary and middle schools. New Jersey: Merrill, Prentice-Hall.

 

Catherine Sophian. (2009). Numerical knowledge in early childhood. Encyclopedia on

early childhood development. Jun 11,2009.

 

Caygill, R, Marshall, N., & May, S. (2008). PISA 2006 Mathematical Literacy: How

ready are our l i-year-olds for tomorrow's world.? Wellington New Zealand:

Ministry of Education.

 

Chamberlain, G. Chamberlain,M., & Walker, M. (2001). Trends in year5 students'

mathematics and science achievement. Wellington New Zealand: Comparative

research unit, Ministry of Education.

 

Chapman, A., Kemp, M., & Kissane, B. (1990).Beyond the mathematics classroom:

numeracy for learning. In Chicago Press.

 

Chiesa, M. & Robertson, A. (2000). Precision teaching and fluency training: Making

maths easier for pupils and teachers. Educational Psychology in Practice. 16,297-

310.54.

 

Church, R J. (2008b). Critical variables which govem rate of leaming. In R. J. Church

(Ed.), Introduction to Interventions: EDUC 621 Course Reader (pp. 191-200),

University of Canterbury: School of Educational Studies and Human Development.

 

Clacke. D., Gervasoni, A., & Sullivan, P. (2002). Early numeracy research project:

Understanding, assessing and developing young children's mathematical

strategies. Paper presented at the 2002 Conference of the Australian Association

for Educayional Research in Education, Sydney, December 2002.

 

Claire, A. H. (2012). Primary mathematical: knowledge and understanding. London:

Achieving QTS Series.

 

Clandinin. (2005). Personal Practices knowledge: A study of teachers'classroom images.

Curriculum Inquiry 15(4) , 362-385.

 

Clarke, (2004). Mathematics teaching in Grades K-2: Painting a picture of challenging,

supportive and effective classrooms. In R.N Rubenstien & G. W Bright (Eds).

Perspectives on the teaching of mathematics (66th Yearbook of the National

Council ofTeachers ofMathematics. Reston,VA:NCTM.

 

Clarke, B. (2001). Effects of fluency building in multiplication tables on the rate of

learning to factorise quadratic equations. Unpublished M.Ed. research project.

University of Canterbury, Education Department.

 

Clarke, B., Anstey, L., (2010), Perceived professionalleaming needs ofnumeracy coaches,

Proceedings of the 33rd Annual Conference of the Mathematics Education

Research Group ofAustralasia,3 July 2010 to 7 July 2010, Mathematics Education

Research Group of Australasia Inc. (MERGA Inc.), Fremantle, Australia, pp. 45-

52.

 

Clarke, B., Clarke, D., & Cheeseman, J. (2006). The mathematical knowledge and

understanding young children bring to school. Mathematics Education Research

Journal, 18(1), 78-102.

 

Clarke, D. (2001). Understanding, assessing and developing young children's

mathematical thinking: Research as powerful tool for professional growth. In J.

Bobis, B. & Mitchelmore, M. (Eds.), Numeracy and beyond: Proceedings of the

24thAnnual Conference of the Mathematics Education Research Group of

Australasia (Vol. 1, pp. 9-26). Sydney: MERGA.

 

Clarke, D. (2002). Understanding assessing and developing young children's mathematical

thinking: Research as powerful tool for profesional growth. In B. P. J.Bobis,

Numeracy and beyond: Procesing of the 24th annual conference of the

mathematics education research group ofAustralia. Voloum 1 (pp. 9-26). Sydney:

MERGA.

 

Clarke, D. (2003) .. Num;racy and beyong (Proceedings of the 24th Annual Confeemce ot

the Mathematics Education Research group of Australasia, Vol 1). Understanding

assessinz and developing young children's mathematical thinking: Research as

powerfultool for profesional growth. In J. Bobis, B Perry & M. Mitchelmore (Eds).

9-26.

 

Clarke, D. M., Clarke, D. J., & Sullivan, P. (2012). Important ideas in mathematics: What

are they and where do you get them? Australian Primary Mathematics Classroom,

17(3), 13-18.

 

Clarke, D., Cheeseman, J., Gervasoni, A., Gronn, D., Home, M., Mc D. A., Montgomery,

P., Roche, A., Sullivan, P., Clarke, B. A., Rowley, G., (2002), Early Numeracy

Research Project Final Report, February, 2002, Department of Education,

Employment and Training, Australia, 1-275.

 

Clement, J. (2000). Analysis of clinical interviews: Foundation and model viability. In I.

A. (Eds), Handbook of research data design in mathematical and science

education ( 547-589). Mahwah: NJ Lawrence Erlbaum Associates.

 

Clement, M. (2004). How do children come to use a taught mental calculation strategy?

Educational Studies in Mathematics 56(1) , 3-18.

 

Clements, K & Ellerton, N.(2000), "Challenging the effectiveness of pencil-and-paper

tests in mathematics Melbourne: Deakin University.

 

Clements, M. A. & Ellerton, N. (l996).The newman procedure for analysing errors 011

written mathematical Tasks. Retrieved August 17th, 2008 from http://users.

tpg.com.au larnold1 O/PAGES/newman.htm

 

Clements, M. A. & Ellerton, N. (2008).the newman procedure for analysing errors on

written mathematical tasks. Retrieved August 17th, 2008 frornhttp://users.

tpg.com.au /arnoldl O/PAGES/newman.hhn

 

Clements, M. A. (1980). Analysing children's errors on written mathematical tasks.in

clements, M. A. & Ellerton, N. (1996).The Newman Procedure for

AnalysingErrors on Written Mathematical Tasks.Retrieved August 17th, 2008 from

http://users.tpg.com.aulamold I O/PAGES/newman.hhn

 

Clements, M. A. (2004). Analysing errors made by pupils on written mathematics

tasks. Sydney: University of Western.

 

Cobb Paul & Leslie P. S. (2011). The constructivist research as teacher and model builder.

A Journey in Mathematics education Research. 48(1)19-30.

 

Cobb, Paul. (2005). Mathematical inscriptions and the reflexive elaboration of

understanding: an ethnography of graphing and numeracy in a fish hatchery. In W.

M. Roth, Mathematical Thinking and Learning (p. 75-110). London: Taylor's

Francis.

 

Cobb, P., Contrey, J., Disessa, A., Lehrer, R., & Schauble, L., (2003). design experiments

in educational research. educational researc. 32(1), 9-13.

 

Cobb, P. (1995). Intorduction: The coordination of psychological and socialogical

perspectives in mathematics education. In P. C. (Eds), The emergence of

mathematical meaning: Intractive in classroom cultures (pp. 1-17). Hillsdale, NJ:

Lawrance Erlbaum.

 

Cobb, P. (2003). Design experiments in educational research. educational research 32(1),

9-13.

 

Coles. (2002). Numeracy and mathematics across the primary curriculum. London:

Fulton.

 

Colwell, S., Macrae, J., Boaler, M., Brown, & Rhodes, V. (2010). What do we know and

what do we need do to know about adult numeracy and what should we do about

it? In adult numeracy:review of research and related literature. 115-118.

 

Commonwealth of Australia. (2008). National numeracy review report.. Conference on

Educational Sciences, 15,961-965.

 

Cooper, T. J. , Heirdsfield, A., & Irons, C. J. (1996). Children's mental strategies for

addition and subtraction word problems. In J. Mulligan & Mitchelmore, M. (Eds.),

Children's number learning (pp 147-162)

 

Cotter, T. A. (2000). Using language and visualization to teach place value. Teaching

Children Mathematics. 7(2), 108-114.

 

Cowley, S. (2009). Teaching skill for dummies. London: A john Wiley and Sons, Ltd

publication.

 

Cresswell, J. W. (2008a). Qualitative unquiry & research design: Choosing among five

approaches (2ed). London: Sage.

 

Cresswell, J. W. (2008b). Educational research: Planning, conducting and evaluating,

quantitative and qualitative research (3 ed). New Jersey: Pearson.

 

Creswell, J. W. (2007). Qualitative inquiry & research design. London: Sage publication.

 

Darr, C., Neill, A., & Stephanou, A. (2006). Progressive Achievement Test: Mathematics:

Teacher manual (2nd ed.). New Zealand: New Zealand Council for Educational

Research.

 

Darulsalam, G. H. (2007). Keesahan dan kebolehpercayaan dalam kajian kualitatif dan

kuantitatif. Bangi: Maktab Perguruan Islam Bangi.

 

Dave, B . (20 I 0). Navigating Numeracies home/school numeracy practices. London: King

College.

 

Dave, B., Streer, B., & Tomlin, A. (2001). Understanding home school relations in

numeracy. In J. Winter (Ed.). Proceedings of the British Society for Research into

Learning Mathematics, (21) 2,41-48.

 

David, A. P. (2009). Methods for teaching: promoting students learning in K-12

classrooms 8 edition. New York: Pearson.

 

Davis, G. H. (2003). What might a fraction mean to a child and how would a teacher

know? Journal ofmathematics behavior, 12( 1), 63-76.

 

De, S. T. (2001). Quotient construct, inscriptional practices and instructional design..

United States: Arizona state University

 

DEETYA (Department of Employment, Education, Training and Youth Affairs) (1997).

Numeracy + Everyone's business: report of the Numeracy Education Strategy

Development Conference. Adelaide: Australian Association of Mathematics

Teachers.

 

Department of Education & Skill. (2011). Literacy And Numeracy For Learning And Life.

The National Strategy to Improve Literacy and Numeracy among Children and

Young People 2011-2020, Dublin.

 

Department of Eductional and Training (WA) (2006). Literacy and numeracy review: .final

report. Perth: Author.

 

DETYA (Commonwealth Department of Education and Youth Affairs). (2000).

Numeracy: A priorityfor all. Canberra: Commonwealth of Australia.

 

Dey, 1. (2003). Qualitative data analysis: A user friendly guidq for social scientist.

London: Routledge.

 

DFCSF (Department for Children, School and Families). (2007b). Teaching numeracy.

TeacherNet: Department for Children, School and Families.

 

Dietiker, L., Gonulates, F., & Smith III, J. P. (2011). Enhancing opportunities for student

understanding of length measure. Teaching Children Mathematics, 18(4), 252-259,

Reston, VA.

 

Doig, B., McRae, B., & Rowe. (2003). A good start to numeracy: Effective numeracy

strategies from research and practice in early chi/hood. Canada: Canadian

Language & Literacy Research Nexwork.

 

Donovan, M. &. (2005). Jow students learn: History, mathematics and science in the

classroom board on behavioral, cognitive and sensory science and education.

Washington D.C: National Academy Press.

 

Dossey, J. A. (1997). National Indicators of quantitative literacy. In L. A. Steen (Ed.),

Why Numbers Count.

 

Dossey, J. A. Swafford, J. 0., Parmantie, M. & Dossey A.E.(Eds) (2003). Multi digit

addition and subtraction methods invented in small groups and teachers support of

problems solving and reflection. In B. a. (Eds), The Development of aritmetics

concepts and skill: construting adaptive expertise . Mahwah, HJ: Lawrence

Earlbaum Associates.

 

Dowker, A. (2005). Early identification and intervention for students with mathematics

difficulties. Journal ofLearing Disabilities, 38 (4), 324-332.

 

Duemer, L., Benitez, J., Hurst, 1., Juarez-Torrez, R., Teague-Smith, R., Collins, C.,

Harrison, C., Jones, K., & Powers, T. (2002). The edification of successful

teachers: The role ofthe family. Education. 4:122.

 

Dykstra, D. I. (2007). The challenge of understanding radical constructivism.

Constructivist Foundations 2, 50-57.

 

E.Whitin, D. J. (2011). Intergrating critical literacy and critical numeracy in K-8

classrooms. New York: Natural Council of Teacher of English.

 

Earle, L. W. (2003). Watching and learning 3. final report of the external evaluation of

england's national literacy and numeracy strategies. Toronto: Ontario Institute for

Studies in Education Unoversity.

 

Eddie Gray. (2007). The number line as metophor of the number system: A case study ofa

primary school. United kingdom: University of Warwick United kingdom.

 

Education Review Office. (2000). In Time for the Future: A Comparative Study of

Mathematics and Science Education. Wellington, New Zealand: Education Review

Office.

 

Egan, M., & Hengst, R. (2012). Software on demand: An early childhood numeracy

partnership. Contemporary Issues in Technology and Teacher Education, 12(3).

 

Eley, M. (2003). Teaching thinking during detailed planning and possible need to re-define

the role of higher level constructs like conception of teaching. 10th European

Assoction for research on Learning Instruction. Italy.

 

Ell, F. (2001). Strategies and thinking about number in children aged 9-11 years. Retrieved

from http://www.tki.org.nz/r/asttle/pdfltechnical-reports/techreport17.pdf.

 

Elly (2008). Doing qualitative research: circles within circles. Great Britain: The Falmer

Press.

 

Engelhard. (2002). The teacher's role in collective argumentation. Journal ofmathematical

Behavior, 423-440.

 

Enns, J. T. (2004). The thinking eye, the seeing brain: Explorations in visual cognitif. New

York: W.W.Norton & Company.

 

Epstein, J. (2001). school, family and community partnerships. U.S.A: Westview Press.

 

Erickson, F. (2011). Uses of video in social research: brief history. International journal of

social research methodology, 14(13), 179-189.

 

Ernest, P. (2000). Teaching and learning mathematics. In P. &. V.Koshy, Mathematics for

primary teach. London: Routledge.

 

Ernst, G. V. (2011). Radical constructivism and truth as disclosure. Journal educational

theory. 6l.( 3),275-293.

 

Ezbicki, K. (2008). The effects of a math-fact fluency intervention on the complex

calculation and application performance of fourth grade students. PhD

dissertation, University of Massachusetts Amerherst: Education Department.

 

Fahsl, A.J. (2007). Mathematics accommodations for all students. Intervention in School

and Clinic, 42, 4, 198-203.

 

Fan, S. P. (2010). Kefahaman murid tingkatan satu tentang pembahagian pecahan. Tesis

Phd.. Kuala Lumpur: Universiti Malaya.

 

Farhana Mohamad Suhaimi. (2009). Skim Pembahagian Nombor Bulat Bagi Murid Tahun

Empat. Tesis Phd. Universiti Malaya.

 

Farkota, R. (2005). Basic math problems: The brutal reality! Bulletin: Learning Difficulies

Australia. 37(3), 10-11.

 

Fink, A. (2005). The survey handbook. USA: Sage Publication Inc.

 

Flockton, L. & Crooks, T. (2002). Mathematics assessment results 2001. National

Education Monitoring Report 23.

 

Foresman, S. (2004). Investigations in numbers, data and space: Building number sense

Grade 1. Cambridge: Massachusetts: Glenview.

 

Fosnat, C. T. (2007). Mini lessons for extending addition and subtractions a year long

resource contexts for leaning, K-3. Portsmounth: NH Heinemann.

 

Fosnot, C. T. & Dolk, M. (2001). Young mathematicians at work: Constructing number

sense, addition, and subtraction. Portsmouth, NH: Heinemann Press.

 

Fraenkel & Wallen (2006). How to design and evaluate research in education (6 ed). New

York: McGraw-Hill.

 

Frankenstein, M. (2001). Reading the world math: Goals for a critical matemathicals

literacy curriculum. In proceding of the eighteenth biennial conference of the

Australia Association of math teachers Inc. Mathematicians: shaping Australia (53-

85). Canberra: AAMT.

 

Freebody, P. (2003). Qualitative research in education: Intraction and practise. London:

Sage publication.

 

Friedlander, (2001). Promoting multiple representations in algebra. In A. C. (Ed), The role

oJrepresentation in school mathematics 2001 yearbook of the National Council of

Teachers of Mathematics (173-174). Reston VA: National Council of Teacher

Mathematics.

 

Furner, J. & Berman, B. (2003). Math anxiety: Overcoming a major obstacle to the

improvement of student math performance. Childhood Education. 79(3), 170-175.

 

Fuson, K. C., Grandau, L. & Sugiyama, P.A. (2001). Achievable numerical understanding

for all young children. Teaching children mathematical, 7(9), 522-526.

 

Fuson, K. C. & Briars, D. J. (2000). Using a base-ten bloks learning/teaching approach for

first and second-grade place value and multi-digit addition and subtraction .

JournalJor research in mathematics education 21, 180-206.

 

Fuson, K.C. (2003). Developing mathematical power in whole number operation. In J.

Kilpatrick, W.G. Martin a& D. Schiffer (Eds). A research companion to principles

and standards for school mathematics, pp. 68-98.Reston, VA:National Council of

Teacher of Mathematics.

 

Gagne, R. M. (1977). Conditions ojlearning (3rd). New York: Holt, Rinehart & Winston.

 

Gal, I. (2002). Adult numeracy development:theory, research, practice. Cresskill, NJ:

Hampton Press.

 

Gay, L. R. (2003). Educational research: CompetenceJor analysis and application (7 ed).

Upper Saddle River.

 

Gay, L. R. (2006). Educational research: Competencies Jor analysis and application.

Merrill: Prentice Hall.

 

Geary, D. (2000). The development of numerical and arithmetical cognitif: A longitudinal

study of process and concept deficits in children with learning disability. Journal of

Experimental Child Psychology, 77, 236-263.

 

Geary, D. (2003). Learning disabilities in arithmetic: Problem solving differences and

cognitive deficits. In H. Swanson, K. Harris, & S. Graham (Eds.), Handbook of

learning disabilities (pp. 199-212). New York: Guilford Press.

 

Geary, D. (2004).Mathematics and learning disabilities. Journal ofLearning Disabilities,

37,4-15.

 

Geary, D. (2006).Development of mathematical understanding In D. Kuhn & R. Siegler

(Eds.), Handbook of Child Psychology (Vol. 2, pp. 777-810). Hoboken, N.J.: John

Wiley and Sons.

 

Gelman, (1978). The child's understanding of numbers. Cambridge: MA: Harvard

University Press.

 

Gerdes, D. A., & Conn, J.H. (2001). A user-friendly look at qualitative research

methods.Physical Educator, 58(4), 183-191.

 

Gervasoni, A. & Sullivan, P. (2007). Assessing and teaching children who have difficulty

learning arithmetic. Educational & child psychology 24(2), 40-53.

 

Gess, N. (2000). Comments on "Educating teachers" papaer set: expanding questions and

extending implications. Science Education, 83, 385-39l.

 

Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). Mathematics education for young

children: What it is and how to promote it. Social Policy Report of the Society for

Research in Child Development, 22,3-22.

 

Ginsburg, L. (2008). Instructional straregies for adult numeracy education. Adult numeracy

development:Theory, research. practise, 89-114.

 

Ginsburg, L. Manly, M., & Schmitt, MJ (2006). The component ofnumeracy. Cambridge,

MA: National Center for the Study of Adult Leaning and Literacy.

 

Glaserfeld, E.V. (1989). Abstraction, re-presentation and reflection an interpretation of

experience and Piaget's approach. Education Resources Information Centre

(ERIC).

 

Glaserfeld, V. (1987a,b). Learning as a constructive activity. In C. (ed), Problem of

representation in the teaching and learning ofmathematics. London: Erlbaum.

 

Glasersfeld, E. V. (2011). Radical constructivm and truth as disclosure. In C. W.

Joldersma, Educational theory, 61,(3), 275-293.

 

Graeber, A. & Tirosh. D.(2003). Challenging and changing mathematics teaching

classroom practice. En AJ.

https:llktl.jyu.fi/img/portal/6127/Ch18_fmal.pdf?cs=1151568351

 

Graeber, A., & Tirosh, D. (1991 ).The effect of problem type and common misconceptions

on preservice elementary teachers' thinking about division. School Science and

Mathematics, 91, 157-164.

 

Graeber, A. (2000). Forms of knowing mathematics: what preservice teachers should

learn. Educational Studies in Mathematics, 38(1-3), 189-208.

 

Greer, B. (2002) What is mathematics for? The mathematics educator. 13 (2),2-6.

 

Griffin, S. (2004). Teaching Number Sense. Educational Leadership. 61 ,39-42.

 

Groves, S., Moussley, J., & Forgasz, H. (2006). Primary numeracy: A mapping, review

and analysis of Australian research in numeracy learning at the primary school

level. Canberra: Department of Education, Science and Training, Commonwealth

of Australia.

 

Hassan Faroi (2008). Kajian kes tentang pola kesilapan murid tahun tiga yang lemah

menyelesaikan masalah bercerita dalam matematik. Tesis Phd. Universiti Malaya.

Haylock, (2007). Key concepts in teaching primary mathematics. Los Angeles: Sage

Publications.

 

Haylock, D. (2001). Numeracyfor teaching. New York: Paul Chapman Publishing.

 

Heather, C. H., Brain, R., Deborah, L., & Ball. (2005). Effects of teachers mathematical

knowledge for teaching on student achievement. American educational Research

Journal. 42,371-406.

 

Heaton, R.M. (2000). Teaching mathematics to the new standards: relearning the dance.

New York: College Press.

 

Heirdsfield, A. N., & Cooper, T. 1. (2004a). Factors affecting the process of proficient

mental addition and subtraction: Case studies of flexible and inflexible computers.

Journal ofMathematical Behavior, 23, 443-463.

 

Heirdsfield, A. N., & Cooper, T. 1. (2004b). Inaccurate mental addition and subtraction:

Causes and compensation. FOCllS on learning problems in mathematics, 26(3), 43-

66.

 

Heirdsfield, Ann M. (2000). Mental computation: Is it more than mental architecture?

Sydney: Australian Association for Research in Education.

 

Heneron, M. E., Morris, L. L., & Fitz-Gibbon, C. T. (1987).How to Measure Attitudes.

United States of America: Sage.

 

Hiebert, 1. T. (2000). Learning and teaching with understanding. In. D.A. Grouws (ed),

Handbook of research on mathematics teaching and learning: A project of the

National Council of Teachers of Mathematics . 65-97.

 

Hiebert, J. (1986). Conceptual and prosedural knowledge in mathemamatics: An

introductory analysis. In I. J. (Ed), Conceptual and procedural knowledge: The

case ofmathematics (pp. 1-27). New Jersey: Lawrence Erlbaum Associates.

 

Hiebert, J., & Weame, D. (2003).Developing understanding through problem solving. In

H. L. Schoen (Ed.), Teaching mathematics through problem solving: Grades 6 - 12

(pp. 3-13). Reston, VA: National Council of Teachers of Mathematics.

 

Higgin, J. (2001). An evaluation of the advanced numeracy project. New Zealand:

Wllington, Ministry of Education.

 

Higgin, J. (2002). An evaluation of the advanced Numeracy Project. New Zealand:

Wellington, Ministry of Education.

 

Higgin, J. (2003). An evaluation of the advanced numeracy project. New Zealand:

Wllington, Ministry of Education.

 

Higgins, J. (2001). An Evaluation of the Year 4-6 Numeracy Exploratory Study.:

Exploring Issues in Mathematics Education. Wellington, New Zealand: Ministry of

Education.

 

Hill, H. R. (2005). Effects of teachers' mathematical knowledge for teaching on student

achievement. america educational research journal 42(2) ,371-406.

 

Hill, H. C., Rowan,B. & Ball D. C. (2005). Effects of teacher's mathematical knowledge

for teaching on student achievement. America educational research journal 42(2) ,

371-406.

 

Hoffer, A. (2000). Geometry is more than proof. The mathematics teacher, 11-18.

 

Hoffman (2000). Visual intelligence: How we create what we see. New York: W.W

Norton & Company.

 

Hogan, J. (2000). Numeracy-Across the curriculum? The Australian Mathematics teacher,

56(3) , 17-20.

 

Hughes, C. (2004). New times? New Learners? New voices? Towards a contemporary

social theory of learning. British Journal of Sociology of Education. 25(3), 395-

408.

 

Hughes, P. (2002). A model for teaching numeracy strategies. In Barton, B., Irwin, K. M.,

Fannkuch, P., & Thomas, M. (Eds). Proceding ofthe zs" annual conference of the

mathematics education research Group of Australia: Mathematics educations in

the South Pacific. 147-157. Auckland.

 

Hughes, P. (2002). A model for teaching numeracy strategies. In Barton, B., Irwin, K. C.,

Pfannkuch, M., & Thomas, M. O. J. (Eds.).Mathematics Education in the South

Pacific (Proceedings of the 25th annual conference of the Mathematics Education

Group of Australasia, Auckland, 350-357. Sydney: Mathematics Education

Research Group of Australasia.

 

Huitt, W. (2011). Educational Psychology Interactive. Valdosta: Valdosta University

State.

 

Humphries, R. (2010). A study of the developmental sequence for mathematical number

skills in Year 6 and 7 children. Master'is thesis. University of Canterbury, School

of Educational Studies and Human Development.

 

Hunting, R. P. (2007). Clinical interview methods in mathematics education research and

practice. Journal ofMathematics behavior, 16(2), 145-165.

 

Imre Csiszar, J. N. (2011). Information teory: coding theorems for discreta memoryless

systems (2ed). Cambridge University Press.In C. S. Lim, F. Saleh, M. Ghazali, H.

Sulaiman, H. M. Yunus, W. L. Gan, & T. Y. Hwa (Eds.), International Student

Assessment. Wellington, New Zealand: Comparative Education Research Unit.

 

Irwin, K. (2003). An Evaluation ofthe Numeracy Projectfor Years 7-10, 2002.Wellington,

New Zealand: Ministry of Education. 102

 

Irwin, K. (2003). exploring issues in mathematics education, an evaluation of the

numeracy project for years 7-10 2002. Wellington: Learning Media.

 

Irwin, K. C., & Britt, M. S. (2005). The algebraic nature of students' numerical

manipulation in the New Zealand Numeracy Project., 58,169-188.

 

Ishak, N. M. (1999). An analysis ofparential and peer attachment and its determinant

factors- a test of attechment theory on Malaysian students stuying at

universitiesbin the United States ofAmerica. Tesisi Ph.D. Machingan: University

of Westem .

 

Izsak, A. (2008). Mathematical knowledge for teaching fraction multiplication. Cognition

and instruction, 26,95-143.

 

J.Learn, D. (2005). Early Identification and intervention for students with mathematics

difficulties. Journal oflearning disablities, 325-332.

 

J.Clandinin. (1985). Personal practical knoelwdge: A study of teachersclassroom image.

Curriculum Inquairy 15(4), 361-385.

 

Jack Fraenkel. (2011). How to desingn and evaluate research in education, 8th edition.

San Francisco: Me Graw-Hill.

 

James H. M. (2004). Classroom assessment: principle and practice for effective

instruction (3 ed). New York: Pearson.

 

Jamilah Kamal. (1994). Kajian tentang pencapaian matematik Tahun 3 di Sek. Rendah

Simpang Renggam. Kuala Lumpur:University Malaya.

 

Jamaludin Mohamad Rashid (2003). Diagnosis jenis kesilapan dalam pembelajaran

kebarangkalian dikalangan pelajar. Tesis Phd. Universiti Kabangsaan Malaysia.

 

Jane, W. (2008). Developing critical numeracy across the curriculum , Tasmania

Department of Education: University of Tasmania

 

Jeremy, K. J. S. (2002). Adding it up: Helping Chidren Learn Mathematics.

Jessie, E., Khoon, Yoong, W., & Pirjo, A. (2010). Numeracy of young children in

Singapore, Beijing & Helsinki. Early chilhood education journal. 33(5), 325-332.

 

Johari Hassan & Norsuriaoi Aziz (2011). Faktor-faktor yang mempengaruhi minat

terhadap matematik di kalangan pelajar sekolah menengah di Johor. Slrudai:

Universiti Teknologi Malaysia.

 

Johnson, N. (1998). A descritive study ofnumbers sense and related misconceptions about

selected rational number concepts exhibited by prospective elementary teachers..

South Florida: University of South Florida.

 

Johnson, H, M. M. (2004). Classroom Assessment: Principle and practice for effective

instruction (3 ed). New York: Pearson.

 

Jorgensen, N. (2009). Participant observation: Methodologyfor human studies. Newbury:

CA: Sage.

 

Jung, M., Kloosterman, P., & McMullen, M. B. (2007). Young children's intuition for

solving problems in mathematics. Young Children, 62(5), 50-57.

 

Kalitatidou, E. (Feb 2008). Design of activities on numerical representations based on

cognitifresearch. Journal Research Mathematics Education, 14, (6.) 355.

 

Karen, C. (1992). The learning and teaching of school algebra. In D.A Grouws (ed) .

Handbook ofresearch 011 mathematics teaching and learning ,390-419.

 

Kavale, K. & Forness, S. (2000). What definitions ofleaming disability say and don"; say:

A critical analysis. Journal ofLearning Disabilities. 33(56),239-256.

 

Kaygin, R, Balcin, 8., Yildiz, C., & Arslan, S. (2011). The effect of teaching the

Kelly & Lesh. (2000). Handbook of research design in mathematics and science

education. }.elahwah.N.1:La\vrence Erlbaum Associates.

 

Kementerian Pelajaran Malaysia (1983). Kurikulum Bersepadu Sekolah Rendah: Huraian

Sukatan Pelajaran Matematik Tahun 4. Kuala Lumpur: Pusat Perkembangan Kurikulum.

 

Kementerian Pelajaran Malaysia. (2003). Huraian Sukatan Pelajaran Matematik KBSR

Tahun 4. Kuala Lumpur: Pusat Perkembangan Kurikulum.

 

Kementerian Pelajaran Malaysia. (2009). Huraian Sukatan Pelajaran Matematik Tahun 4.

Kuala Lumpur: Pusat Perkembangan Kurikulum.

 

Kementerian Pelajaran Malaysia. (2010). Kupasan mutu jawapan UPSR 2010. Rawang:

Intiprint.

 

Kementerian Pelajaran Malaysia. (2011). Laporan prestasi UPSR. Kuala Lumpur:

Lembaga Peperiksaan Malaysia.

 

Kementerian Pelajaran Malaysia Malaysia. K. P. (2003a). Kurikulum Bersepadu Sekolah

Rendah: Huraian Sukatan Pelajaran Matematik Tahun 4. Kuala Lumpur: Pusat

Perkembangan Kurikulum.

 

Kementerian Pelajaran Malaysia. (2012). Manual Am-NKRA. Instrumen Saringan

Numerasi (Lisan dan Bertulis). Manual Am Numerasi Saringan 1 Tahun 1

 

Kementerian Pelajaran Malaysia. (2000). Kajian antarabangsa sains dan matematik -

ulangan. Kuala Lumpur: Bahagian Perancangan dan Penyelidikan Dasar

Pendidikan.

 

Kementerian Pelajaran Malaysia. (2010). Bengkel kajian semula pelan induk

pembangunan pendidikan . Kuala Lumpur: Kementerian Pelajaran Malaysia.

 

Kementerian Pelajaran Malaysia. (2010). Rancangan Malaysia Kesepuluh:Bab 5,

Membangun dan Mengekalkan Model Insan Bertaraf Dunia. Kuala Lumpur:

Kementerian Pelajaran Malaysia.

 

Kemp, M. (1995). Numeracy across the tertiary curriculum. Paper presented at the

Regional Collaboration.

 

Kemp, M. (2005). Developing critical numeracy at the tertiary level. Digital thesis,

Murdoch University Library.

 

Kemp, M., & Kissane, B. (1990). Numeracy: a tool for learning. United Kingdom:

Research Centre for Technology Enhance Learning.

 

Kemp, M., & Lake, D. (2001). Choosing and using tables. The Australian Mathematics

Teacher, 57(3),40-44.

 

Kelly, E., & Lesh, R. (Eds) (2000). The handbook of research design in mathematics and

science education. Hillsdale, N.J.Erbaun.

 

Killion, K & Steffe, L.P. (2002). Children's multiplication : In D. C. (Eds), Putting

research into practice in the elementary grades reading from jourbals the NCTM

(20-92). Madison: Wisconsin Centre for education research.

 

Kilpatrick, J., Swafforce & Findell, B. (2001). All adding it up: Helping children learn

mathematics. Washingston DC: National Academic Press.

 

Kissane, B. (1991). On the interpretation of information in tables. Paper presented at the

Mathematics.

 

Koop, A. (2003). An evaluation of the Sunrise* Numeracy Initiative. Unpublished Report.

NSW DepartmentofEducation and Training, Sydney, February, 2003.

 

Lake, D. (1999). Helping students to go SOLO: teaching critical numeracy III the

biological sciences. Journal ofBiological Education, 33(4),191-198.

 

Lake, D. (2002). Critical social numeracy. The Social Studies, 93(1),4-7.

 

Lamon, S. J. (2001). Presenting and representing: from fraction to rational numbers. In A.

C. (Ed), The role of representation in school mathematics 2001 yearbook of the

National Council of Teachers ofMathemamatics ( 173-174). Reston VA: National

Council of Teachers of Mathematics.

 

Lampert, M. (2001). Teaching problems and the problems of teaching. Journal of

Mathematics Teacher Education. 3(2), 187-199.

 

Lassah, M. (2011). Issues in teaching numeracy in primary schools. Teaching Children

Mathematics. 17( 7), 443.

 

Lembaga Peperiksaan Malaysia. (2011). Analisa prestasi dan gred purata matematik.

Kuala Lumpur: Lembaga Peperikasaan Malaysia.

 

Lesh, R., & Hare1, G. (2003).Problem solving, modelling and local conceptual

development. Mathematical Thinking and Learning, 3(2 & 3), 157-189.

 

Lesh, R., & Zawojewski, J. S. (2007). Problem solving and modeling. In F. K. Lester, Jr.,

(Ed.), The handbook of research on mathematics teaching and learning, 2nd ed.

(pp. 763-804). Reston, VA: National Council of Teachers of Mathematics, and

Charlotte, NC: Information Age.

 

Lerman, S, (2001). A review of research perspectives on mathematics teacher education.

Journal Making Sense ofMathematics Teaching Education, 33-52.

 

Liane, K.. (2003). Evaluation of a numeracy intervention program focusing on basic

numerical knowledge and conceptual knowledge: a pilot study.Austria: University

Children's Hospital.

 

Ling, G. W., & Ghazali, M. (2007). How year 5 pupils generalize patterns: Their strategies

and justifications.

 

Littler, A. D. (2008). Mathematical Misconceptions: A Guide Jar Primary Teachers.

London: Sage Publications.

 

Ludlow, A. S. (2004). Metaphor and numerical diagrams in the arithmetical activity of a

fourth grade class. Journal Research Mathematics Education, 35,34.

 

Luke, A., & Freebody, P. (2008). A map of possible practise: futher notes on the four

resource model practically primary. Journal Research Mathematics Education,

4(2),5-8.

 

Luke, A., & Freebody, P. (2009). Critical numeracy, Numeracy in the news, Australia;

Faculty of Education, University of Tasmania.

 

Lyon, G., Fletcher, J., Fuchs, L., & Chhabra, V. (2006). Learning disabilities. In E. Mash

& R. Barkley (Eds.), Treatment oj childhood disorders (3rd ed.) (512-591). New

York: Guilford Press.

 

Mariam, K. (2005). Developing critical numeracy at the tertiary level. Thesis Doctor of

Education. Murdoch University.

 

Marilyn, F. (2001). Reading the world with math: Goals Jar a Critical mathematical

Literacy Curicculum, United States: University of Massachusetts.

 

Marry, M. H., Nancy, T., Edwards, G., Bitter, G., Jean, M. (2007). Mathematics Methods

Jor elementary and middle school teachers. Wiley.

 

Marshall, C. & Rosman, G. B. (2006). Designing qualitative research.. Thousand Oaks:

Sage Publication.

 

Martin. (2008). What kinds oj teaching and what other Jactors accelerate primary pupil's

progress in acquiring numeracy?ACER Research.

 

Martin, K. (?008). The Intersection of aboriginal knowledge, aboriginalliteracies and new

leaming pedagogy for aboriginal students. In A. (Ed), Multiliteracies and diversity

in education (59-81). Sourth Melbourne: Oxford University Press.

 

Marzita Puteh & Wan Yusuf. (2010). Buku teks matematik tahun 1 sekolah rendah. Jilid 1.

Dewan Bahasa dan Pustaka & Kementerian Pelajaran Malaysia.

 

Marzita Puteh, W. Y. (2010). Matematik Tahun 1 Sekolah Kebangsaan Buku Teks Kuala

Lumpur: Dewan Bahasa dan Pustaka.

 

Mason, J. (2002). Qualitative researching. Ed. ke-2. Thousand Oaks, CA: Sage.

mathematics. Procedia - Social and Behavioral Sciences - 3rd World.

 

Matthijsse, W. (2000). Adult numeracy at the elementary level: Addition and subtraction

up to 100. In G. Iddo, Adult Numeracy Development: Theory.research, practise

133-155). UK.

 

Mayer, R. (2005). Conceptual understanding versus computational skill. In J.M. Roger(ed)

The cognitif revolution educational psychology. 105-118.

 

Mazzocco, M. & Devlin, K. (2008). Parts and holes": Gaps in rational number sense

among children with vs. without mathematical learning disabilities. Developmental

Science, 11, 681-691.

 

Me Diarmid, G. W. (1989). Why Staying one chapter ahead doesn't really work: Subject

specific pedagogy. In M. R. (Eds), knowledge base for the beginnig teachers (pp.

193-205). Oxford UK: Pergamon.

 

Me Millan. (2004), G. B. Why staying one chapter ahead doest really work. In M. R. (Ed),

Knowledge base for the biginning teacher (pp. 193-205). Oxford.

 

McLead, B. Douglas. (2002). Information processing theories and mathematics learning

the role of affect. International Journal ofeducational Research Volume 14 issue 1,

13-29.

 

McLellan, J. (1895). The psychology ofnumber and its application to methods ofteaching

aritmetic. New York.

 

McMillan, J. (2004). Classroom assessment: Principles and practice for effective

instruction (3rd ed). New York: Pearson.

 

McRae, D, Arisworth, Geoff, Hughes, Paul, Mike. (2002). Managing numbers: numeracy

what works? Canberra: Department of education, Science and Training.

 

Meng, C. C. (2007 ). Form on student's learning of solid geometry in a phase-based

instructional enviromen using the geometri skatchpad. Kuala Lumpur: Universiti

Malaya.

 

Mercer, C. & Miller, S. (1992). Teaching students with learning problems in math to

acquire, understand, and apply basic math facts. Remedial and Special Education,

13, 19-35.

 

Merriam, S. (2001). Qualitative research and case study applications in education. San

Francisco: Jossey-Bass.

 

Merriam, S. (2002). Case study. DIm S.B Merriam (ed), Qualitative research in practice:

Example for discussion and analysis. 178-180.

 

Merriam, S. (2003). Qualitative research and case study research in education. San

Francisco: Jossey-Bass Publisher.

 

Merriam, S. B. (2001). Qualitative research & case study applications in education. San

Francisco: Jossey - Bass Pub.

 

Ministry of Education (2001). Curriculum Update (45): The numeracy story. Retrieved

from http://www.tki.org.nz/r/govemance/curric_ updates/curr_updateO 1_e.php.

 

Ministry of Education (2004d) Book 3: Getting Started. Numeracy Professional

Development Projects. Wellington, New Zealand: Ministry of Education.

 

Ministry of Education (2005 d). Book 5 teaching addition, subtraction, and place value.

Wellington: Ministry ofEducation.

 

Ministry of Education (2005). The number framework. Wellington, New Zealand:

Ministry of Education.

 

Ministry of Education (2007a). Ministry of Education starts dyslexia work programme.

Retrieved from http://www.dyslexiafoundation.org.nz/pdfldfnz_moe_ oct2.pdf.

 

Ministry of Education (2007a, 2007b). The number framework. Wellington, New Zealand:

Learning Media.

 

Ministry of Education (2007b). The number framework: Revised edition. Wellington, New

Zealand: Ministry of Education .

 

Ministry of Education (2009a). Mathematics achievement: Primary schooling. Wellington,

New Zealand: Ministry of Education.

 

Ministry of Education (2009b).The New Zealand Curriculum: Mathematics standards for

years 1-8. Wellington, New Zealand: Learning Media.

 

Ministry of Education (2010). Special Education Policy. Wellington, New Zealand:

Ministry of Education.

 

Ministry of Education.(2004a). National Administration Guidelines. Wellington, New

Zealand: Ministry of Education.

 

Ministry of Education.(2004b). Book I.The Number Framework. Numeracy Professional

Development Projects. Wellington, New Zealand: Ministry of Education.

 

Ministry of Education.(2004c). Book 2.The Diagnostic Interview.Numeracy Professional

Development Projects. Wellington, New Zealand: Ministry of Education.

 

Ministry of Education. (2004f) The School and Classroom Context for Year 9 Students'

Mathematics and Science Achievement: Results from New Zealand's participation

in the repeat of the Third International Mathematics & Science Study. Wellington,

New Zealand: Ministry of Education.

 

Ministry of Education. (2007a). The numberframework. Learning media. Wallington.

 

Mirela, W. & Paul, G, (2013). How students solve problems in spatial geometry while

using a software application for visualising 3D geometri objects. Journal of

computer & science Teaching. 32(1), 89-120.

 

Mitchelmore, M. &. (2000). Teaching for abstraction: reconstructing constructisim. In l.

&. (Eds), Mathematics education beyong 2000 (procedings of the 23rd annual

conference of mathematics education research group ofAustralia (pp. 432-439).

Perth: MERGA.

 

Miura, 1. T. (2001).The Influence of Language on Mathematical Representations. In

Cuoco, A. A. and Curcio, F. R. (Eds.), The Roles of Representation in School

Mathematics, Reston (53-62). VA: National Council of Teachers of Mathematics.

 

Marohaini Yusoff (2001). Pertimbangan kritikal dalam pelaksanaan kajian kes secara

kualitatif. Dalam Marohaini YlISOff. Penyelidikan kualitatif. pengalaman kerja

lapangan kajian. Kuala Lumpur: Universiti Malaya.

 

Mohd Johan Zakaria (2002). Perkaitan antara pendekatan belajar dan kemahiran

menyelesaikan masalah dengan keupayaan menyelesaikan masalah bagi tajuk

pecahan. Tesis Phd. tidak diterbitkan. Selangor: Universiti Kebangsaan Malaysia.

 

Muir, T. (2008). Describing effective teachig of numeracy links between principles of

practice and teachers actions. 11 th International Conference on Mathematics

Education (ICMG-ll) for study group2 New development and trends in

mathematics education ofprimary level. Monterry, Mexico.

 

Mulligan, J., Bobis, J., & Francis, C. (1999)Jnsights into early numeracy. The Count Me

In Too Project.

 

Mullis, I. M. (2005). TIMSS 2007 Assessmentframework. Boston: Chestnut Hill.

 

Munby, H. Russell, T. Martin, A.K. (2001). Teacher's knowledge and how it develops. In

V.Richardson (ed), Handbook of research 011 teaciling.pp. 433-436. New York:

MacMillan.

 

Mundia, L. Malai Hayati Sheikh Hamid, MasitalrShahrill, Rohani Matzin, Salwa. (2008)

Barriers to Mathematics Achievement in Brunei Secondary School Students:

Insights into the Roles of Mathematics Anxiety, Self-Esteem, Proactive Coping,

and Test Stress. Mahalle. Intemational Education Studies; Vol. 6, No. 11.

 

Munirah Ghazali (2003). Development of a framework to assess primary students number

sense in Malaysia: Counting. SEMT. international Senior For Elem(111111)'

Mathematics. Repbuplic Czes: Charles University.

 

Munirah Ghazali, Siti Aishah Sheikh Abdullah, Zurida Ismail, Mohd Irwan Idris. (2005).

Dominant Representation in the Understanding of Basic Integrals AmongPost

Secondary Students. The Mathematics Education into the 21st Century Project

Universiti Teknologi Malaysia Reform, Revolution and Paradigm Shifts in

Mathematics Education, Johor Bahru, Malaysia, Nov 25th - Dec 1st 2005, 97. 37

MunirahGhazali, Rohana Alias, Noor Asrul AnuarAriffin and Ayminsyadore.Ayub.

 

Munirah Ghazali, Siti Aishah, Sheikh Abdulah, Zuraidah Ismail & Mohd Irwan (2005).

Dominant representation in the understanding of basic integrals among post

secondary students. The Mathematics Education into the 2151 country project:

RefoID1, revolution and paradigm shifts in mathematics education:Universiti

Teknologi Malaysia.

 

Munirah Ghazali. (2000). Kajian Kepekaan nombor murid tahun lima. Tesis Phd. Johor:

Universiti Teknologi Malaysia.

 

Munirah Ghazali. Shafia, A.K., Sharifah Norhidayah, Zuraida, I. & Fatimah, S. (2003).

Development of a fremework to assess primary student's number sense in

Malaysia. International Seminar For Elementary Mathematics. Pragua, Czeach

Republic: Charles University.

 

Munn, P. (2005). Young children's rights to numeracy. International Journal of Early

Childhood, 37( 3), 61-77.

 

Murphy, C. (2004). How do children come to use a taught mental calculation strategy?

Educational Studies in Mathematics. 56(1),3-18.

 

N.Alsawaie, O. (2011). Number sense based strategies used by high achieving sixth grade

students who experienced reform textbooks. International Journal of Science and

Mathematics Education, 34-45.

 

National Council of Teachers of Mathematics.(2007). Principles and standards for school

mathematics. Reston, VA: Author.

 

National Council of Teachers of Mathematics (2012). Reflections of a second career math

teacher. National Council of Teachers of Mathematics.

 

National Council Teaching Mathematics (NCTM). (2009). Principles and standard for

school mathematics. USA: Reston, Va Author.

 

Nesher, P. (1976). The three, determinants of difficulty in verbal aritmetics problems.

Educational Studies In Matheatics, 7, 369-388.

 

New South Wales Department of Education and Training (1999).Count me in too

professional development package. Ryde: NSW Department of Education and

Training.

 

New South Wales Department of Education and Traning. (2003). Teaching about angles:

stage 2. New South Wales: Ryde NSW.

 

Newman, M. A. (1977). An analysis ofsixth-grade pupils' errors on written mathematical

tasks. Victorian Institute for Educational Research Bulletin, 39, 31-43.

 

Newsome, G. (1999). Comments on "educating teachers" paper setExpanding questions

and extending implications. Science Education, 83, 385-391.

 

Nik Azis Nik Pa. (1999). Pendekatan konstruktivisme radical dalam pendidikan

matematik. Kuala Lumpur: University Malaya.

 

Nik Azis Nik Pa. (1995). Children's fractional schemes. Disertasi tidak diterbitkan.

Georgia: University of Georgia.

 

Nik Azis Nik Pa. (2003). Pendidikan matematik di Malaysia abad ke-21:harapan dan

cabaran. Kuala Lumpur: University Malaya.

 

Nik Azis Nik Pa. (2008). Isu-Isu Kritikal dalam pendidikan matematik. Kuala Lumpur:

Universiti Malaya.

 

Nik Suryani, N. (2002). Skim peratus bagi pelajar tingkatan satu. Tesis Phd. tidak

diterbitkan. Kuala Lumpur: Universiti Malaya.

 

Noraini Idris (1990). Skim penambahan nombor bulat bagi murid darjah dua dan tiga,

tesisi yang tidak diterbitkan. Kuala Lumpur: Fakulti Pendidikan universiti Malaya.

 

Noraini Idris (1994). Pengajaran dan pembelajaran matematik untuk sekolah rendah.

Kuala Lumpur: Dewan Bahasa dan Pustaka.

 

Noraini Idris (2009). Penyelesaian masalah daya penggerak dalam pengajaran dan

pembelajaran. Persidangan Kebangsaan Pendidikan Matematik. Sungai Petani:

Institut Pendidikan Gum Malaysia.

 

Noraini Idris (2011). Kesedaran metakognisi dan pemahaman konsep dalam penyelesaian

masalah matematik. National Academic conference.

 

Noraini Idris, (2004). Mathematics learning in English as a second language. Diges

Pendidik, 4(1),64-72.

 

Noraini Idris,. (2000). Linguistik aspects of mathematical education: How precise do

teachers need to be? In Cultural and Language Aspects of Science,Mathematics

and Technicalliducation. Universiti Brunai Darussalam.

 

Noraini Idris. (1994). Pengajaran dan pembelajaran matematik untuk sekolah rendah.

Kuala Lumpur: Dewan Bahasa dan Pustaka.

 

Norlemi Amir (2005). Kefahaman operasi asas matematik. Tesis Sarjana. Kuala Lumpur:

Universiti Malaya.

 

NSW (New South Wales) Department of education & Training Curriculum Directorate.

(2001). Count Me in Too: Profesional development package. Sydney.

 

NSW Department of education & Training. (2001). Count Me in Too: Profesional

development package. Sydney.

 

NSW Department of education & Training. (2008). Improving literacy and numeracy in

NSW public school.

 

Ng Siew Geok (1999). Kefahaman penambahan nombor perpuluhan bagi murid tahun

empat. Tesis master. Kuala Lumpur: Universiti Malaya.

 

O'Donoghue, .J. (2002). Numeracy and Mathematics. Mathematics Social Bulletin, 48 ,

47-55.

 

O'Donoghue, J. (2006). Numeracy and further education beyond the millennium.

International Journal ofmathematics education in science and technology. 26. (3),

389-405.

 

OECD (2011). PIAAC Technical Standards and Guidelines: December 2010. Paris: OECD

Publishing

 

OECD (2004) Programme for International Student Assessment. PISA Newsletter: Issue

10.

 

O'Leary. (2004). The essential guide to doing research. London: Saga Publication.

 

Olive, J. & Steffe. (2002). The construction of an interative fractional scheme: the case of

Joe. Journal ofMathematical Behavior, 20,413-437.

 

Olive, J. (2001). Children number sequences: An explanation of Steffe constructs and an

extrapolation to rational numbers of arithrnatic. The Mathematics Educator, 11, 4-

9.

 

Oliver, A. (2008). Handing pupils misconception. Stellenbosch: Department of Didactics

University of Stellenbosch.

 

Ong Ta Hwa. (2004). Perhubungan antara kemahiran penyelesaian masalah matematik

dengan pencapaian matematikpelajar tingkatan dua. Tesis sarjana. Kuala Lumpur:

Universiti Malaya.

 

Opper, S. (1977). Piaget's clinical method. Journal of Children's Mathematics Behavior

1(4), 90-107.overcoming disadvantage. In T-Y Tso (Ed.), Proeedings of the36th

Conference of the International Group for the Psychology of Mathematics

Education 3,99-106.

 

Othman Saidin (1999). Konsepsi pendaraban nombor bulat bagi murid Tahun Tiga. Tesis

Phd. Universiti Malaya.

 

Paddian, M. C. (2009). Malaysian and Australian childrens representations and

explanation of numeracy problem. Educational Research for Policy and Practise,

8, (3), 55-61.

 

Parents as Teachers National Centre Inc, (2000).Research and Evaluation. [Electronic

Version.] Retrieved November 2,2002.

 

Patton, M. (2002). Qualitative evaluation and research methods. Ed. ke-3. Thousand Oaks,

CA:Sage Publishing.

 

Penny Munn. (2005). Young children's rights to numeracy. International Journal ofEarly

Childhood. 37. (3), 61-77.

 

Perry, B. & Howard, P. (2000).Evaluation of the impact of the Counting On program:

Final Report. Sydney: NSW Department of Education and Training.

 

Perry, B. & Howard, P. (2001a).Counting On: An evaluation of the learning and teaching

of mathematics in Year 7.Eighteenth Biennial Conference of the Australian

Association of Mathematics Teachers. Canberra, January.

 

Perry, B. & Howard, P. (2001b).Collnting On: A systemic program for Year 7 students

who have experienced difficulty with mathematics. In J. Bobis, B. Perry, & M.

Mitchelmore (Eds.), Numeracy and beyond (pp 410-417). Sydney: Mathematics

Education Research Group of Australasia.

 

Perry, B. & Howard, P. (2001c).Arithmetic thinking strategies and low achieving junior

high school students in Australia. In R. Speiser, C. A. Maher, & C. N. Walter

(Eds.), Proceedings of the Twenty-third Annual Meeting of Psychology of

Mathematics Education - North America Group (pp 273-280). Columbus, OR:

ERIC Clearinghouse for Science, Mathematics and Environmental Education.

Allan Leslie White 257 .

 

Perry, B. & Howard, P. (2003).Evalllation of the impact of the Counting On program

2002: Final Report. Sydney: NSW Department of Education and Training.

 

Perry, M. (2000). Explanations of mathematic sal concepts in Japanese, Chinese, and USA

first and fifth-grade classrooms. Cognition and Instruction. 18 , 181-207.

 

Peshkin, A. (2003). The goodness of qualitative research. Educational research. 22 (2) 23-28. '

 

Peters, E., & Castel, A. (2009). Numerical representation math skills memory and , , , decision-making [Peer commentary on the paper "Numerical representation in the

parietal lobes: Abstract or not abstract?" by R. C. Kadosh & V. Walsh]. Behavioral

and Brain Sciences, 32, 347-348.

 

Peters, S., & Jenks, J. (2000).Occasional Paper No. 8.Young Children's Mathematics: A

supporting document for the "Making Things Count" resource. Wellington, New

Zealand: Institute for Early Childhood.

 

PIAAC Numeracy Expert Group (2009). PIAAC Numeracy: Conceptual Framework

(OECD Education Working PaperNo. 35). Paris: OECD.

 

Piaget, J. (1950). The psychology ofintelligence . London: Routledge Classics.

 

Piaget, J. (1969). The Mechanisms ofperception (G.N Seagrim, Terjemahan). London:

Routledge & Kegan Paul.

 

Piaget, J. (1978). Success and understanding. Cambridge: MA: Harvard University Press.

 

Piaget. (1969). The mechanisms ofperception (MPiercy & D. E. Berlyne, Terjemahan).

London: Routledge.

 

Pineott, R. (2004). Are we responsible for our children's math difficulties? In B.A. Knight

& W. Scott (Eds), Learning difficlllties: Multiple perspectives (pp.141-151).

Frenchs Forest, NSW: Pearson Educational Australia.

 

Powell, A. F. (2003). An analytical model for stuying the development of leam?rs'

mathematical ideas and reasoning using videotape data. Journal of Mathematical

Behavior 22(4) , 405-435.

 

? P('J,:dk

i(UNU'S).. KUaiia l\\mp\ll'? Bahllgillu Pem'bailgumm KUfilmluIfi; Pusat

Pellk

 

? lP

l(UNtJS), Kuala Lumpur: Sahagian Pembangunan Kurikulurn, Pusat

Petlkem.b:mgan Kurikulum.

 

PlIJI1tlt;, I, pOOl). Teaching mathematically gifted students in primary school. In C. Kanes,

M, Goos, & E. Warrentfids.), Proceedings of the 21st Annual Conference of the

Mathematics Education Research Group of Australasiatpp. 460-4(7). Gold Coast:

MERGA.

 

Qaimah Ismail (2006). An investigation of children's mathematics difficulties, PhD.

United Kingdom: The University of York.

 

Queensland Teachers College. (2011). The pre-registration test for aspiring primary

teachers: guideline to core knowledge-numeracy. Queensland college of teachers.

 

Rasch, G. (1960). Probabilistic models for some intelligence and attainments tests.

Chicago: University of Chicago.

 

Rohana Mohd Deraman. (2008). Mengkaji skim pembahagian nombor bulat bagi murid

Tahun Empat, Tesis sarjana. Universiti Malaya. Kuala Lumpur.

 

Resnick, L. B. (1982). Syntax and semantics in learning to substract. In J. M. T. P

Carpenter, Add and subtraction: A cognitive perspective (pp. 135-155). Hillsdale:

NJ: Erbaum. Retrieved on 21 July 2009 from http://www.standards.dfes.gov.uk!

primaryframeworks/mathematics/Papers/Calculation.

 

Rey, BJ. (2006). The intended mathematics curicullum as represented in state-level

curicullum standards: consensus or confusion? Charlotte, NC: Information Age

publishing.

 

Rey, R. 1. (2007). Helping children learn matehmatics (9 ed). New York: John Wileys &

son.

 

Reys, B. J. (Ed.) (2006). The intended mathematics curriculum as represented in statelevel

curriculum standards: Consensus or confusion? Charlotte, NC: Information

Age Publishing.

 

Reys, R.I. (2001). Helping children lear mathematics (6 ed).. New York: John Wiley &

Sons.

 

Rilaao, H. (1999). Psychological aspects oflearning geometry. In P. a. (Eds), Mathematics

and Cognition. Cambridge University Press.

 

Rivalland, J. (2000). Policies and practices: Students with literacy difficulties. In W.

Louden, L. Chan, J. Elkins, D. Greaves, H.House, M. Milton, S. Nichols, M. Rohl,

J. Rivalland, & C. Van Kraayenoord. Mapping the territory. Primary students with

learning difficulties: Literacy and numeracy (Vol 1, pp. 41-65). Canberra:

Department of Education, Training and Youth Affairs.

 

Robert Glaser (2010). Learning and assessment-expert knowledge and proceded of

thinking. Learning & Knowledge. Sage. Pp. 99-254.

Robert L. Solso, o. H. (2007). Cognitive Psychology 8ed. Pearson.

 

Royer, !. (200?). F:om behaviorism to situated cognition: An examination of learning and

ms?ctlOn ill the second half of the 20th century through the research and writing

of Richard c. Anderson. Dlm J.M Roger (ed) The cognitive revolution educational

psychology. 41-85.

 

Rohana Mohd Deraman (2008). Mengkaji skim pembahagian nombor bulat bagi murid

Tahun Empat. Tesis sarjana yang tidak diterbitkan, Universiti Malaya. Kuala

Lumpur.

 

Russell & Martin (2001). Teaching Mathematics to the new standard: Re learning to

dance. New York: Teaching College Press.

 

Russell, & Martin. (2001). Teacher's knowledge and how it develops. In V. Richardson

(ed). Handbook ofresearch on teaching, 433-436.

 

Ruthven, K. (2000). Towards a new numeracy: the english experience of a calculator

aware number curriculum. In Angheleri, J. (Ed) princpless and practice in

mathematics teaching. Brackingham Open University.

 

Ryan J. S. (2009). Cognitive Psychology (4 ed). USA: Thomson Wadsworth.

S. Willis (Ed.), Being Numerate: What counts? (pp. 91-118). Melbourne: The Australian

Council for Educational.

 

Sabri Ahmad. (2006). Isu-isu dalam pendidikan matematik. Utusan publication distributer

sdn. Bhd.

 

Salwa, A.B.(2003). Pembinaan dan Penilaian perisian pembelajaran pecahan berasaskan

anilisis kesilapan. Fakulti Pendidikan. Skudai: UTM.

 

See. K.H (2001). Corak kesilapan ynag dilakukan oleh murid ?arjah. Li?a dalam ?per?s?

penambahan dab penolakan pecahan. Tesis Phd yang tidak diertbitkan. Universiti

Sains Malaysia. Pulau Pinang.

 

Scheffler, I. (1965). Condition of knowledge: An introduction to epistimology and

education. Chicago: Inversity of Chicago Press.

 

Schneider MC, Gow?n P (2013! Investigating teachers' skills in interpreting evidence of

student leammg. Applied Measurement in Education 26(3): 191-204 doi:

10.1080/08957347.2013.793185.

 

Schoenfeld Allan.H (2002). Research method in (Mathematics) education. DIm L.D.

English, M. B.Bussi, G. A. Jones, R. A. lesh & D. Tirosh (eds),. Handbook of

international research mathematics education, 432-487.

 

Schoenfeld, Allan. H. (2005). Mathematic Teaching And Learning.Handbook of

educational psychology, second edition. Berkeley: University California.

 

Schwerdtfeger, J., & Chan, A. (2007).Counting collections. Teaching Children

Mathematics, 13,7.356-361.

 

Sharifah Norul Akma Zamri. (1997). Skim penolakan integer pelajar tingkatan dua. Tesis

Phd. tidak diterbitkan. Kuala Lumpur: Universiti Malaya.

 

Shaughnessy, J. M. (2000). Spadework Prior to Deduction in Geometry. Mathematics

Teachers , 419-428.

 

Singer-Dudek, J. & Greer, R. (2005).A long-term analysis of the relationship between

fluency and the training and maintenance of complex math skills. The

Psychological Record, 55,361-376.

 

Siti Rahaimah Ali & Noraini Idris (2014). Numerasi sekolah rendah. Perak: Universiti

Pendidikan Sultan Idris.

 

Siti Rahaimah Ali & Noraini Idris. (2013) A model to identify the level of numeracy

understandinz of primary school pupils: A case study. International Journal of

Computer Ap;lication(0975-8887) (Journal Electronic) 67(5).

 

Siti Rahaimah AI? & Nor?ini Idris. (2013) A model to identify the level of numeracy

understanding of pnmary school pupils: A case study. Jurnal Pendidikan Sains &

Matematik Malaysia,3(2), 24-42.

 

Skemp. (1978). Relational understandiang and instrumental understanding. The Arithmetic

Teacher 26(3}, 9-15.

 

Smith, K. (2007). Reading component strengths and weaknesses of eleven year old good

and poor readers. Master's thesis. University of Canterbury.

 

Spradley, J. (2000). Participant observation. New York: Holt, Rineland & Winston.

 

Stack, S. (2009). Developing a "critical numeracy" equivalent to the 4 resource model by

critical literacy. The Heart ofeducation, 16-25.

 

Stake, R. E. (2000). Case studies. In N.K Denzin & Y.S Lincoln (Eds) Handbook of

qualitative research (2ed). London: Sage Publication.

 

Star, J.R (2005). Reconceptualizing procedural knowledge. Journal for research in

Mathematics education, 36(5),404-411.

 

Statkus, S. (2007). What is critical literacy (and how do I use it)? Practically Primary,

Journal Mathematics Education,12(3), 10-12.

 

Steen, L. (2007). Every teacher is a teacher of mathematics. Principlsl Leadership. 7(5) ,

16-20.

 

Steen, L. A. (1990). Numeracy. Daedalus, 119(2), 211-231.

 

Steen, L. A. (2000). Numeracy: The New literacy for a data-drenchea sociaty. Educational

leadership, 57,( 2).

 

Steen, L. A. ?1997). Why numbers Count: quantitative literacy for tomorrow's. New York:

Amenca.

 

Steen, L. A. (2011). Reflection on the tenth anniversary of mathematics and democracy.

Numeracy advancing education in qualitative. 4(1), 1.

 

Stefanich, G. (1992). An analysis of computational errors in the use of division by fourthgrade

students. School Science and mathematics, 92(4),201-205.

 

Steffe L. P & Thompsom, P. (2000). Teaching experiment methodology: underlying

principles and essencial elements in R. Lesh & A.E Kelly (Eds). Research design in

mathematics and science education, 267-307.

 

Steffe, L. P. (2007). Radical Constructivisme: A Scientific research program.

Constructivist Foundation 2(2-3), 41-49.

 

Steffe, L. P. (2009). Teaching experiment methodology: Underlying principles and

essencial element In R.Lesh & A.E. Kelly. Hillsdale NJ: Erlbaum.

 

Steffe, L. P. (1994). Children's multiplying schems. In G.Harel & 1. Contrey. (Eds).The

development ofmultiplicative reasoning in the learning og mathematics (pp. 3-39).

New York: New York Press.

 

Steffe, L.P. (1988). Children's construction of number sequences and mulplying schemes.

In J. Hiebert & M. Behr , Number concepts and operations in the middle grades.

2( 119-140). Hillsdale, NJ: Lawrence Erlbaum.

 

Steffe, L. P. (2004). On the construction of learning trajectories of children: The case of

commensurate numeracy. Mathematical Thinking and Learning (2),6129-162.

 

Steffe. (2002). Perspectives on constructivism in teacher educati?n..

DIm L.P st?ffe &. P.

W. Thompson (Eds) Radical constructivism in action building on the pioneering

work of Ernst von Glasersfeld. 277-288.London: RoutledgeFalmer.

 

Steinar, K. (2005). The social construction of validity. Qualitative Inquiry 1 (1), 19-40.

 

Steinle, V. (2004). Changes with age in student's misconceptions of decimal numbers.

Sydney: Universiti ofMelboume.

 

Stigles, J. W., Fuson, K.C., Ham., M. & Kim, M.S (2006). An analysis addition and

substraction word problems in American and Soviet elementary mathematics

textbook. Cognition and Instruction, 3 (3) , 153-171.

 

Stoessier, R. (2002). An introduction to critical numeracy. The Australian Mathematics

Teacher, 58(4), 17-21.

 

Strauss. A. & Crobin, J. (2008). Basics of qulitative research: techniques and procedures

for developing grounded theory. London: Sage.

 

Sturrock, F. & May, S. (2002). PISA 2000: The New Zealand Context. The reading,

mathematical and scientific literacy of 15 year olds. Results from the Programme

for 105 subject of Fibonacci numbers and golden ratio through the history of

Mathematics.

 

Suhaidah Tahir. (2006). Pemahaman konsep pecahan dalam kalangan tiga kelompok

pelajar secara keratan lintang. Tesis Phd. Universiti Teknologi Malaysia, Skudai.

Johor.

 

Suria Baba (2007). Strategi pengajaran dan pembelajaran bestari dalam aktiviti

prapenulisan. Bangi: UKM.

 

Sutriyono. (1998). Skim penolakan nombor bulat murid darjah dua dan tiga. Disertasi

Sarjana yang tidak diterbitkan. Kuala Lumpur: Universiti Malaya.

 

Tagg, A. & Thomas, G. (2007). Do they continue to improve? Tracking the progress ofa

cohort of longitudinal students. In findings from the numeracy development

projects 2006. Wellington: Learning Media.

 

Tagg,?. ??OO?). Do they continue '" improve? Tracking the progress of a cohort of

longitudinal students. III finding from the numeracy development projects 2006.

Wellington: Learning Media.

 

Tarrant, L. (2002). Parents as first teachers, (PAFT) Early Childhood Development.

 

Tarzimah Tamby chik. (2005). Penggunaan kaedah nemonik berirama dalam pembelajaran

matematik bagi pelajar lemah satu kajian kes. Tesis master yang tidak diterbitkan.

 

Tellis, W. (2007). Introduction to case study. The Qualitative report 3(2). Retrieved from

http://www.nova.edulssss/QRlQR3-2/tellisl.html.

 

Teng Pooi Kui. (1997). Analysing of errors ofyear six pupils in solving aritmetic word

problem. Tesis Sarjana yang tidak diterbitkan. UM Kuala Lumpur.

 

Thomas, G. & Tagg, A (2004) An Evaluation of the early numeracy project 2003.

Wellington, New Zealand: Ministry of Education.

 

Thomas, G., & Tagg, A. (2008). The longitudinal study: How did the students perform in

Year 7? In Findings from the New Zealand Numeracy Development Projects 2008

(pp. 3-11).Wellington, New Zealand: Ministry of Education.

 

Thomas, G.& Tagg, A. (2008). What do the 2002 school entrants know now? In finding

from the numeracy development project 2007. Wellington: Learning Media.

 

Thomas, G. & Ward, J. (2001). An evaluation of the count me in too pilot. p_roject:

exploring issues in Mathematics education. Wellington, New Zealand: Ministry of

Education.

 

Thomas, G. ? ?ard, !. (2002).An evaluation oj the early numeracy project 2001:

exploring issues 111 Mathematics education. Wellington, New Zealand: Ministry of

Education.

 

Thomas, G., Tagg? A., & Ward, J. (2003) An evaluation oj the early numeracy project

2002.. Welhngton, New Zealand: Ministry of Education.

 

Thomas, N. (1999). Levels oj conceptual development in place value. The pilot counting

on numeracy project. Sydney: NSW Department of Education and Training.

 

Thompson, 1. (1999). Issues in teaching numeracy in promary schools. Philedephia: Open

University Press Buckingham.

 

Thompson, 1. (2000). Teaching place value in the UK: Time for reappraisal? Educational

Review. 52(3) , 291-298.

 

Thompson, 1. (2000a). Mental calculations strategies Jor addition and subtraction: part 2,

mathematics in schools 29(1),24-26.

 

Thompson, 1. (2000b). The National numeracy strategy: evidence or experience based?

Mathematics Teaching. 171,23-27.

 

Thompson, I. (2000c). Issues Jor classroom practices in England. In Anghi1eri (ed).

Principles and practice in aritlunetic teaching. Buckingham: Open University Press.

 

Thorndike, E. (1935). The psychology of wants, interests and attitudes. NY: Appleton

Century.

 

Thornton, S., & Hogan, 1. (2005). Numeracy across the curriculum: Demands and

opportunities. Curriculum Leadership's Journal. 3, 16.

 

Torbeyns, J., Verschaffel, L., & Ghesquiere, P. (2004). Strategy development in children

with mathematical disabilities. Journal ofLearning Disabilities. 37, 119-131.

 

Trend in International Mathematics and Science Study (2008). TIMSS 2007 International

mathematics report. Finding from IEA;s trends in International mathematics and

science study at the fourth and eight grades. Boston College: TIMSS & PURLS

International Study Center.

 

Trend in International Mathematics and Science Study (TIMSS) (2011). Assessment

Frameworks.

 

Troutman. (2003). Mathematics a good beginning (6 ed). Belmont, CA:Wadsworth.

 

Tulving, E. (1983). Element ofepisodic memory. New York: Oxford University Press.

 

Tyler, L., Cobb, P., & Dean, C. (2002). Using computer based modules to prepare preservice

teachers information . Technology & teacher education international

conference, 1303-1311.

 

Valarmathi, M. (2005). Proses menyelesaikan masalah dalam matematik murid tahun

lima. Tesis Phd. Universiti Malaya.

 

Van, D. R., Van, L., & Pennings, A. H.. (2010). The construction of the Utrecht early

mathematical competence scale. Educational and psychological measurement, 59,

289-309.

 

Van de Walle, J. A. (2004). Elementary and middle school mathematics (5 ed). New York:

Pearson.

 

Van de Walle, J. A. (2007). Elementary and middle school mathematics: Teaching

developmentally (6ed). Boston: Pearson.

 

Van Der Hey_den, A., .& Burns, M. (2009). Performance indicators in math: Implications

for bnef expenrnental analysis of academic performance. journal of behavioural

education, 18, 71-91.

 

Van, G. (1987b). Preliminaries to any theory of representation. DIm C. Janvier (ed),

Problems of representation in the teaching and learning of mathematics. 215-225.

 

Van, G. (1996). Radical Constructic. London: The falmer.

 

Van, G. (2006). You Have to be two to start: Rational Thoughts About Love. Contructivist

Foundations 2 , 1-5.

 

Van, G. (1995). Radical Contructivisim: A Way ofknowing and leraning. Hog Kong: The

Falmer.

 

Van, G. (2005). Thirty years radical contructivism. Constructivistfoundations 1 (1) , 9-12.

 

Van Glasesrfeld. (2001). The radicl constructivisme view of science, foundation of science

6.31-43.

 

Van, G., & Mieke, J. A. (2002). A Gateway to numeracy: A study ofnumeracy in adult

basic education. Netherland: Universities Utreeht.

 

Van, D. H., Heuve, M. & Bodin-Baarends, C. (2004). All or nothing: Problem solving by

high achievers in mathematics. Journal of the Korea Society of Mathematical

Education, 8(3), 115-121.

 

Vincent, D., & Crumpler, M. (2000). Numeracy progress tests (NPT). London: Hodder &

Stoughton Volume 1: Report of Findings. Hamilton, New Zealand: Schools of

Education, University ofWaikato.

 

Von de Walle, J. (2007). Elementary and middle school mathematics: Teaching

developmentally (6ed). Boston: Pearson.

 

Von de Walle, J. A. (2004). Elementary and middle school mathematics (5 ed). New York:

Pearson.

 

Von de Walle, J.A. (2009). Elementary and middle school mathematics: taching

development (7 ed). London: Pearson.

 

Von Glaserfeld. (1987a). Learning as a constructive activity. In C. Janvier (Ed) problem of

representation in the teaching and learning of mathematics. London:Erlbaun.

 

Von Glaserfeld. (1987b). Preliminaries to any theory of representation. DIm C. Janvier

(ed), Problems of representation in the teaching and leamingof mathematics. 215-

225.

 

Von Glaserfeld. (1995). Radical constructivism: A way of knowing and kearning. Hong

Kong: The falmer.

 

Von Glaserfeld. (1996). Radical Constructic. London: The falmer.

 

Von Glaserfeld. (2001). The Radical Constructivist View of Science. Fondation ofScience

,31-43.

 

Von Glaserfeld. (2005). Thirty Years Radical Contructivism. Constructivist Foundations 1

(1) , 9-12.

 

Von Glaserfeld. (2006). You Have to be two to start: Rational Thoughts About Love.

Contructivist Foundations 2 ,1-5.

 

Von Glasersfeld & Larochelle, M. (. (2007). Key works in radical constructivism. New

York: Sense Publishers.

 

Wallance, D. (2000). The many wads to numeracy. In M. &. (?ds), Learn?ng mathema?ics

fi t (pp 28 36) Reston VA Nation Council of Teachmg

or a new cen ry . -. ,.

Mathematics.

 

Wallance, D. (2000). The many needs to numeracy. In MJ Burk & F.R curcio (Eds)

learning mathematics for a new centry.Pp. 28-36.Reston,VA.

 

Wallance, D. (2009). The many needs to numeracy. In MJ Burk & F.R curcio (Eds)

learning mathematics for a new centry. Reston.

 

Walle, V. D. (2004). Elementary and middle school mathematics (5 ed). New York:

Pearson.

 

Walle, V. D. (2007). Elementary and middle school mathematics.teaching

developmentally (6 ed). Boston: Pearson.

 

Walle, V. D. (2009). Elementary and middle school mathematics: Teaching

developmentally (7 ed). Boston: Oearson.

 

Walmsley, A. (2009). Mathematics roots: Understanding Aztec and Mayan numeration

systems. Journal Research Mathematics Educatin, Volume 12, Issue 1, 55.

 

Wan Yusof bin Wan Ngah, (2007). mathematics textbook Year 3. Kuala Lumpur: Dewan

Bahasa dan Pustaka.

 

Warren, E. (2005). Young children's ability to generalize the pattern rule for growing

patterns. In H. L. Chick& J. L. Vincent (Eds.), Proceedings of the 29th PME

International Conference,4, 305-312.

 

Watson, D. J. (2009). Critical in Context. Tasmania: School of Education, University of

Tasmania.

 

Watson, J. M. (1995). Statistica11iteracy: A link between mathematics and society. In A.

Richards (Ed.), FLAIR.

 

Watson, J. M., Callingham,. R., & .D?nne, J. (2008). Establishing pedogogical content

knowledge for teachm? statistic, In C. Batanero, G. Burrill, C. Reading & A.

Rossman (2008), Joint ICMIIIASE Study: Teachinsr Statictics in School

Mathematics. Proceedings of the ICMI Study 18 and 2008 lASE Round Table

Conference. Monterrey: ICMI and lASE and JASE. Available from

www.stat.auckland.ac.nzl-iaselpublications.

 

Watson, J. (2008). The early numeracy test in Finnish: children norms. Scandinavian

Journal ofPsychology. 47(5),369-378.

 

Wee, T. S. (2008). Critical issues in mathematics education. Values in mathematics

education. Wellington, New Zealand: Ministry of Education .

 

Westwood, P. (2000). Numeracy and learning difficulties. Approaches to teaching and

assessment. Camberwell: VIC

 

Westwood, P. (2008). What teacher need to know about numeracy. Australia: Australia

Council of Education Research. ACER press.

 

Whitburn, J. (2000). Strength in numbers: Learning Mathematics in Japan and England.

The National Institute of Economic and Sosial Research.

 

White, A. L. (2005). Active Mathematics In Classrooms: finding out why children make

mistakes - and then doing something to help them. Square One, 15(4), 15-19.

 

White, A. L. (2005). Finding alit Why Children Make Mistakes - And then doing

something to help them.

 

White, A. L. (2006). Mathematical modelling and the graphics calculator: ideal tools for

linking thinking. In J. Ocean, D., Siemon, J., Virgona, M., & Breed, C. Walta (eds.)

Mathematics _ The way forward, (pp.350-361 ) (Proceedings 0: 43rd Annual

Conference of the Mathematics Association of Victoria). Brunswick Melbourne:

M.A.V. ISBN 0-646-46989-4

 

White, A. L. (2008). Counting On: Evaluation of the impact of Counting On 2007

program. Sydney: Curriculum K-12 Directorate, Department of Education and

Training.

 

White, A. L. (2009). Counting On 2008: Final report. Sydney: Curriculum K-12

Directorate, Department of Education and Training.

 

White, P., Anderson, 1. (2011). Teachers' use of national test data to focus numeracy

instruction.23rd Biennial Conference of the Australian Association ofMathematics

Teachers and 34th Annual Conference of the Mathematics Education Research

Group ofAustralasia (AAMTIMERGA 2011), Adelaide, Australia: The Australian

Association of Mathematics Teachers (AAMT) Inc. and the Mathematics

Education Research Group of Australasia (MERGA) Inc.

 

White, A. L. (2010). Numeracy, literacy and newman's error analysis. Journal OfScience

And Mathematics Education In Shouheast Asia. 33, (2), 129-148.

 

Wiersma, W. (2000). Research methods in education: an Introduction. London: Ally and

Bacon.

 

Wilkins, L. (2003). modelling change in student attitude towards and beliefs about

mathematics. Thejournal ofeducational research. 1 (52), 52-65.

 

William, D. (2000a) Integrating formative and summative functions of assessment.

Makuhari, Tokyo; Paper presented to the WGA 10 for the International Congress

on Mathematics Education 9, Available from http://www.dylanwilliam.netJ.

 

Willis, S. (1998). Which numeracy? Unicorn. 24(2), 32-42.

 

Wilson, P.S., Cooney, T.J., & Stinson, D. W. (2005). What constitutes good mathematics

teaching and how it develops. Nine high school teachers'

 

Wolff, M. R (2009). Mathematical inscriptions and the reflexive elaboration of

uderstanding: an etnography of graphing and numeracy in a teacher. Mathematical

thinking and learning. 7, (2), 75-1.

 

Wright, B. M. (2007). Teaching number advancing children's skills and strategies.

London: Paul Chapman.

 

Wright, B. Martland, J. Stafford, A., & Stranger, G. (2002). Teaching number advancing

children's skills and strategies. London: Paul Chapman publishing.

 

Wright, R M. (2000). Early numeracy: Assessmentfor teaching and intervention. London:

Chapman.

 

Wright, R, Martland, J., & Stafford, A. K. (2006). Early numeracy: Assessment and

teachingfor intervention (2nd ed.). London: Chapman.

 

Wylie, C. (2001). Competent Children: Findings and Issues from the first 7 years. Paper

for Ministry of Social Policy Seminar, The long Road to Knowledge: longitudinal

research and social policy. New Zealand Council for Educational Research. 106.

 

Yackel, E. (2002). The teacher's role in collective argumentation. Journal ofmathematics

Behevior, 423-440.

 

Yin, R (2003). Case study research design and methods (3 ed Vol 5). London: Thousand

Oaks: Sage Publication.Sage.

 

Young-Loveridge, J. & Wright, V. (2002) Data from the Numeracy development project

and the New Zealand Number Framework. Paper presented at the 2nd Biennial

Conference of the Teacher Education Forum of Aotearoa New Zealand (TEFANZ),

28-31 August, 2002.

 

Young-Loveridge, J. & Wright, V. (2002).Data from the numeracy Development Project and the NZ Number Framework. In, 2nd Biennial Conference of the Teacher

Education Forum of Aoteroa New Zealand. (ppl-12) School of Education:

University ofWaikato. 107.

 

Young-Loveridge, J. (2004). Patterns of performance and progress on the Numeracy

Projects: further analysis of the Numeracy Project data. Hamilton: University of

Waikato.

 

Young-Loveridge, J. (2004). Patterns of Performance and Progress on the Numeracy

Projects 2001-2003: Further Analysis ofthe Numeracy Project Data.

 

Young-Loveridge, J. (2007). Analysis of 2007 data from the numeracy development

projects: What does the picture show? In Findings from the New Zealand

Numeracy Development Projects 2007 (pp. 18-28). Wellington, New Zealand:

Ministry of Education.

 

Young-Loveridge, J. (2008). Helping students to develop multiplicative thinking in

mathematics. A manuscript. University of Waikato, Department of Education

Studies.

 

Zaslavsky, 0., & Shirk. (2005). Students' conceptions of mathematical definition. Journal

for Research in Mathematics Education, 36, 317-346.

 

Zazkis. (2004). Understanding primes: The role of representation. Journal for research in

Mathematics Education 35(3), 164-186.

 

Zevenbergen, R. W. (2004). Teaching mathematics in primary school. Crows nest- Allen

& Unwin.