Citedness by Scopus

15 Citedness by Scopus


  1. Stacey, K. (2011). The PISA view of mathematical literacy in Indonesia. Journal on Mathematics Education2(2), 95-126. Cited 4 times by Stacey, K. (2015). The international assessment of mathematical literacy: PISA 2012 framework and items. In Selected Regular Lectures from the 12th International Congress on Mathematical Education (pp. 771-790). Springer International Publishing; Turner, R. (2014). Assessing Mathematical Literacy. K. Stacey (Ed.). SPRINGER INTERNATIONAL PUBLISHING AG; Stacey, K., Almuna, F., Caraballo, R. M., Chesné, J. F., Garfunkel, S., Gooya, Z., ... & Perl, H. (2015). PISA’s Influence on Thought and Action in Mathematics Education. In Assessing Mathematical Literacy (pp. 275-306). Springer International Publishing; and Koğar, H. (2015). Examination of Factors Affecting PISA 2012 Mathematical Literacy through Mediation Model. Education and Science40(179), 45-55.
  2. Siswono, T. Y. E. (2010). Leveling Students' Creative Thingking in Solving and Posing Mathematical Problem. Journal on Mathematics Education1(1), 17-40. Cited 4 times by Bonotto, C. (2013). Artifacts as sources for problem-posing activities.Educational studies in Mathematics83(1), 37-55; Bonotto, C., & Dal Santo, L. (2014). How to foster creativity in problem posing and problem solving activities. Technology, creativity and affect in mathematical problem solving, 120; Bonotto, C., & Dal Santo, L. (2015). On the Relationship Between Problem Posing, Problem Solving, and Creativity in the Primary School. InMathematical Problem Posing (pp. 103-123). Springer New York; and Şendurur, E., Ersoy, E., & Çetin, İ. The design and development of creative instructional materials: the role of domain familiarity for creative solutions. International Journal of Technology and Design Education, 1-16.
  3. Gravemeijer, K. (2011). How concrete is concrete?. Journal on Mathematics Education2(1), 1-14. Cited 2 times by Dolk, M., & van Eerde, D. (2013). Developing a Local Instruction Theory for Learning the Concept of Angle through Visual Field Activities and Spatial Representations. International Education Studies6(8), 58 and Sumarto, S. N., & Van Galen, F. (2014). Proportional Reasoning: How do the 4th Graders Use Their Intuitive Understanding?. International Education Studies7(1), 69.
  4. Revina, S., Zulkardi, Z., Darmawijoyo, D., & Galen, F. V. (2011). Spatial visualization tasks to support students’ spatial structuring in learning volume measurement. IndoMS. JME2(2), 127-146. Cited 2 times by Dolk, M., & van Eerde, D. (2013). Developing a Local Instruction Theory for Learning the Concept of Angle through Visual Field Activities and Spatial Representations. International Education Studies6(8), 58 and Risma, D. A., indra Putri, R. I., & Hartono, Y. (2013). On developing students' spatial visualisation ability. International Education Studies6(9), 1.
  5. Prahmana, R.C.I., Zulkardi, & Hartono, Y. (2012). Learning Multiplication Using Indonesian Traditional game in Third Grade. Journal on Mathematics Education, 3(2), 115-132. Cited 1 time by Prahmana, R.C.I., & Kusumah, Y.S. (2016). The Hypothetical Learning Trajectory on Research in Mathematics Education using Research-Based Learning. Pedagogika, 123(3), 42-54.
  6. van Galen, F. H. J., & van Eerde, H. A. A. (2013). Solving Problems with The Percentage Bar. IndoMS Journal on Mathematics Education4(1), 1-8. Cited 1 time by Sumarto, S. N., & Van Galen, F. (2014). Proportional Reasoning: How do the 4th Graders Use Their Intuitive Understanding?. International Education Studies7(1), 69.
  7. Widjaja, W. (2013). The Use of Contextual Problems to Support Mathematical Learning. Indonesian Mathematical Society Journal on Mathematics Education, 4(2), 157-168. Cited 1 times by Johar, R., Patahuddin, S. M., & Widjaja, W. (2017). Linking pre-service teachers’ questioning and students’ strategies in solving contextual problems: A case study in Indonesia and the Netherlands. The Mathematics Enthusiast, 14(1), 101-128.

 




Journal on Mathematics Education
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