dc.identifier.citation | [1] Blum, W., & Leiss, D. (2007). How do students and teachers deal with mathematical modelling problems? The example “Sugarloaf”. In Haines, C., Galbraith, P., Blum, W., & Khan, S., Mathematical modelling (ICTMA 12): Education, engineering and economics (pp. 222-231). Chichester: Horwood Publishing. [2] Borasi, R. (1987). Exploring mathematics through the analysis of errors. For the Learning of Mathematics, 7(3), 2–8. [3] Clements, M. A. (1980). Analyzing children’s errors on written mathematical task. Educational Studies in Mathematics, 11(1), 1-21. [4] Cooper, B., & Dunne, M. (2000). Assessing children’s mathematical knowledge: Social class, sex and problem-solving. Buckingham: Open University Press. [5] Cummins, D. D., Kintsch, W., Reusser, K., & Weimer, R. (1988). The role of understanding in solving word problems. Cognitive Psychology, 20(4), 405-438. [6] De Lange, J. (2003). Mathematics for literacy. In B. L. Madison & L. A. Steen (Eds.), Quantitative literacy: Why numeracy matters for schools and colleges (pp. 75-89). Princeton, NJ: National Council on Education and Disciplines [7] Eurydice. (2011). Mathematics education in Europe: Common challenges and national policies. Brussels: Education, Audiovisual and Culture Executive Agency. [8] Greer, B. (1997). Modelling Reality in Mathematics Classrooms: The Case of Word Problems. Learning and Instruction, 7(4), 293-307. [9] Griffin, P., Care, E., & McGaw, B. (2012). The changing role of education and schools. In P. Griffin, B. McGraw & E. Care (Eds.), Assessment and Teaching of 21st Century Skills (pp. 1–16). New York: Springer. [10] Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174 [11] Maass, K. (2007). Modelling tasks for low achieving students – first results of an empirical study. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education CERME 5 (pp. 2120-2129). Larnaca, Cyprus [12] NCTM. (2000). Principles and standard for school mathematics. Reston: Author [13] Newman, M. A. (1977). An analysis of sixth-grade pupils’ errors on written mathematical tasks. Victorian Institute for Educational Research Bulletin, 39, 31-43. [14] OECD. (2003). The PISA 2003 assessment framework - Mathematics, reading, science, and problem solving knowledge and skills. Paris: OECD [15] OECD. (2013). PISA 2012 Results: What students know and can do. Student performance in mathematics, reading and science. Paris: Author. [16] Palm, T. (2008). Impact of authenticity on sense making in word problem solving. Educational Studies in Mathematics, 67(1), 37–58. [17] Partnership for 21st Century Skills. (2002). Learning for the 21st century. A report and mile guide for 21st century skills. Tucson, AZ: Author [18] Strauss, A. & Corbin, J. (1994). Grounded Theory methodology: An overview. In N. K. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika UMS 2015 468 Denzin, and Y.S. Lincoln, (Eds): Handbook of Qualitative Research(pp. 1-18). London: Sage Publications. [19] Verschaffel, L., Dooren, W. V., Greer, B., & Mukhopadhyay, S. (2010). Reconceptualising word problems as exercises in mathematical modelling. Journal für Mathematik-Didaktik, 31(1), 9-29 [20] Wijaya, A., Van den Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 11(3), 555-584. | in_ID |