• Ainley, J., Pratt, D., & Hansen, A. (2006). Connecting engagement and focus in pedagogic task design. British Educational Research Journal, 32(1), 23-38. https://doi.org/10.1080/01411920500401971.
• Antonius, S., Haines, C., Jensen, T. H., Niss, M., & Burkhardt, H. (2007). Classroom activities and the teacher. In W. Blum, P. L. Galbraith, H.-W. Henn & M. Niss (Eds.), Modelling and Applications in Mathematics Education: The 14th ICMI Study (pp. 295–308). New York: Springer. https://doi.org/10.1007/978-0-387-29822-1_31.
• Bernardo, A. B. I. (1999). Overcoming obstacles to understanding and solving word problems in mathematics. Educational Psychology, 19(2), 149–163. https://doi.org/10.1080/0144341990190203.
• Blum, W. (1993). Mathematical modelling in mathematics education and instruction In T. Breiteig, I. Huntley, & G. Kaiser-Messmer (Eds.), Teaching and learning mathematics in context (pp. 3-14). Chichester, UK: Ellis Horwood Limited.
• Blum, W. (2011). Can modelling be taught and learnt? Some answers from empirical research. In G. Kaiser, W. Blum, R. B. Borromeo Ferri & G. Stillman (Eds.), Trends in teaching and learning of mathematical modelling (pp. 15–30). New York: Springer. https://doi.org/10.1007/978-94-007-0910-2_3.
• Blum, W. (2015). Quality Teaching of Mathematical Modelling: What Do We Know, What Can We Do? In: S.J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education - Intellectual and Attitudinal Challenges (pp 73-96). New York: Springer.
• Blum, W., & Borromeo Ferri, R. B. (2009). Mathematical modelling: Can it be taught and learnt? Journal of Mathematical Modelling and Application, 1(1), 45–58.
• Blum, W., & Niss, M. (1991). Applied mathematical problem solving, modelling, applications, and links to other subjects - state, trends and issues in mathematics instruction. Educational Studies in Mathematics, 22, 37–68. https://doi.org/10.1007/BF00302716.
• Boaler, J. (1994). When girls prefer football to fashion? An analysis of female under achievement in relation to realistic mathematics contexts. British Educational Research Journal, 20(5), 551–564. https://doi.org/10.1080/0141192940200504.
• Borasi, R. (1986). On the nature of problems. Educational Studies in Mathematics 17(2), 125-141. https://doi.org/10.1007/BF00311517.
• Brewer, D. J., & Stasz, C. (1996). Enhancing opportunity to learn measures in NCES data. Santa Monica, CA: RAND.
• Carroll, J. (1963). A model of school learning. Teachers College Record, 64, 723-733.
• Charalambous, C. Y., Delaney, S., Hsu, H-Y., & Mesa, V. (2010). A comparative analysis of the addition and subtraction of fractions in textbooks from three countries. Mathematical Thinking and Learning, 12(2), 117–151. https://doi.org/10.1080/10986060903460070.
• Clements, M. A. (1980). Analyzing children’s errors on written mathematical task. Educational Studies in Mathematics, 11(1), 1–21. https://doi.org/10.1007/BF00369157.
• De Lange, J. (1987). Mathematics, Insight and Meaning. Utrecht, the Netherlands: OW&OC.
• De Lange, J. (2015). There is, probably, no need for this presentation. In A. Watson & M. Ohtani (Eds.), Task design in mathematics education – ICMI Study 22 (pp. 287-308). Cham, Heidelberg, New York, Dordrecht, London: Springer. https://doi.org/10.1007/978-3-319-09629-2_10.
• Doerr, H. (2007). What knowledge do teachers need for teaching mathematics through applications and modelling? In W. Blum et al. (Eds.), Modelling and applications in mathematics education (pp. 69–78). New York: Springer. https://doi.org/10.1007/978-0-387-29822-1_5.
• Eurydice (2011). Mathematics education in Europe: Common challenges and national policies. Brussels: Education, Audiovisual and Culture Executive Agency.
• Forman, S. L., & Steen, L. A. (2001). Why math? Applications in science, engineering, and technological programs. Research Brief, American Association of Community Colleges.
• Freudenthal, H. (1983). Didactical phenomenology of mathematical structures. Dordrecht, the Netherlands: Reidel.
• Goldman, S. R. (1989). Strategy instruction in mathematics. Learning Disability Quarterly, 12(1), 43–55. https://doi.org/10.2307/1510251.
• Graumann, G. (2011). Mathematics for problem in the everyday world. In J. Maasz & J. O’Donoghue (Eds.), Real-world problems for secondary school mathematics students: Case studies (pp. 113–122). Rotterdam: Sense Publishers. https://doi.org/10.1155/2011/526167.
• Gravemeijer, K., & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39, 111-129.
• Greer, B. (1997). Modeling reality in mathematics classrooms: The case of word problems. Learning and Instruction, 7(4), 293–307. https://doi.org/10.1016/S0959-4752(97)00006-6.
• Grouws, D. A., & Cebulla, K. J. (2000). Improving student achievement in mathematics. Brussels: International Academy of Education.
• Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371–404). Charlotte: Information Age Publishing.
• Howson, G. (2013). The development of mathematics textbooks: historical reflections from personal perspective. ZDM – The International Journal on Mathematics Education, 45(5), 647–658. https://doi.org/10.1007/s11858-013-0511-9.
• Husén, T. (Ed). (1967). International study of achievement in mathematics: A comparison of twelve countries (Vol. II). New York: John Wiley & Sons.
• Ikeda, T. (2007). Possibilities for, and obstacles to teaching applications and modelling in the lower secondary levels. In W. Blum et al. (Eds.), Modelling and applications in mathematics education (pp. 457–462). New York: Springer. https://doi.org/10.1007/978-0-387-29822-1_51.
• Karbalei, A., & Amoli, F. A. (2011). The effect of paraphrasing strategy training on the reading comprehension of college students at the undergraduate level. Asian EFL Journal, 13(3), 229–344.
• Kletzien, S. B. (2009). Paraphrasing: An effective comprehension strategy. The Reading Teacher, 63(1), 73–77. https://doi.org/10.1598/RT.63.1.7.
• Klymchuk, S., Zverkova, T., Gruenwald, N., & Sauerbier, G. (2010). University students’ difficulties in solving application problems in calculus: Student perspectives. Mathematics Education Research Journal, 22(1), 81–91. https://doi.org/10.1007/BF03217567.
• Kramarski, B., Mevarech, Z. R., & Arami, M. (2002). The effects of metacognitive instruction on solving mathematical authentic tasks. Educational Studies in Mathematics, 49(2), 225–250. https://doi.org/10.1023/A:1016282811724.
• Kunter, M., Baumert, J., Voss, T., Klusmann, U., Richter, D., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583.
• Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310.
• 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.
• Maass, K. (2010). Classification scheme for modelling tasks. Journal fur Mathematik-Didaktik, 31(2), 285–311. https://doi.org/10.1007/s13138-010-0010-2.
• Mason, J., Burton, L., & Stacey, K. (1982 / 2010). Thinking mathematically. Dorchester, England: Pearson Education Limited. Second Edition.
• Maulana, R., Opdenakker, MC., Den Brok, P., & Bosker, R. J. (2012). Teacher-student interpersonal behavior in secondary mathematics classes in Indonesia. International Journal of Science and Mathematics Education, 10(1), 21–47. https://doi.org/10.1007/s10763-011-9276-1.
• McDonnell, L. M. (1995). Opportunity to learn as a research concept and a policy instrument. Educational Evaluation and Policy Analysis, 17(3), 305-322. https://doi.org/10.2307/1164509.
• Montague, M. (2007). Self-regulation and mathematics instruction. Learning Disabilities Research and Practice, 22(1), 75–83. https://doi.org/10.1111/j.1540-5826.2007.00232.x.
• Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37–44.
• Montague, M., Warger, C., & Morgan, T. H. (2000). Solve it! Strategy instruction to improve mathematical problem solving. Learning Disabilities Research and Practices, 15(2), 110–116. https://doi.org/10.1207/SLDRP1502_7.
• NCTM (2000). Principles and Standard for School Mathematics. Reston: Author.
• OECD (2003). The PISA 2003 Assessment Framework - Mathematics, Reading, Science, and Problem Solving Knowledge and Skills. Paris: Author.
• OECD (2009a). Learning Mathematics for Life. A View Perspective from PISA. Paris: Author.
• OECD (2009b). Take the Test. Sample Questions from OECD’s PISA Assessments. Paris: Author.
• OECD (2010). PISA 2009 Results: What students know and can do. Student performance in reading, mathematics, and science (Vol. I). Paris: Author.
• OECD (2013). PISA 2012 Results: What students know and can do. Student performance in mathematics, reading and science. Paris: Author.
• OECD (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. PISA, OECD Publishing, Paris. https://doi.org/10.1787/9789264266490-en.
• Pólya, G. (1945). How to solve it. Princeton, NJ: Princeton University Press.
• Pusat Kurikulum (2003). Kurikulum 2004: Standar kompetensi mata pelajaran matematika Sekolah Menengah Pertama dan Madrasah Tsanawiyah. Jakarta: Departemen Pendidikan nasional.
• Schmidt, W. H., McKnight, C. C., Valverde, G. A., Houang, R. T., & Wiley, D. E. (1997). Many visions, many aims: A cross-national investigation of curricular intentions in school mathematics. Dordrecht: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-011-5786-5.
• Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press Inc. https://doi.org/10.1016/B978-0-12-628870-4.50009-8.
• Tomlinson, M. (2004). 14-19 Curriculum and Qualifications Reform. Final report of the Working Group on 14-19 Reform. London: Department for Education and Skills.
• Tornroos, J. (2005). Mathematics textbooks, opportunity to learn and student achievement. Studies in Educational Evaluation, 31(4), 315–327. https://doi.org/10.1016/j.stueduc.2005.11.005.
• Valverde. G. A., Bianchi, L. J., Wolfe, R. G., Schmidt, W. H., & Houang, R. T. (2002). According to the book. Using TIMSS to investigate the translation of policy into practice through the world of textbooks. Dordrecht: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-007-0844-0.
• Van den Heuvel-Panhuizen, M. (1996). Assessment and realistic mathematics education. Utrecht, the Netherlands: CD-β Press/Freudenthal Institute, Utrecht University.
• Van den Heuvel-Panhuizen, M. (2005). The role of contexts in assessment problems in mathematics. For the Learning of Mathematics, 25(2), 2-9 + 23.
• Verschaffel, L., Greer, B., & De Corte, E. (2000). Making sense of word problems. Lisse: Swets & Zeitlinger.
• Wijaya, A., Van den Heuvel-Panhuizen, M., & Doorman, M. (2015a). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics, 89(1), 41–65. https://doi.org/10.1007/s10649-015-9595-1.
• Wijaya, A., Van den Heuvel-Panhuizen, M., & Doorman, M. (2015b). Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks. Mathematics Education Research Journal, 27(4), 637–662. https://doi.org/10.1007/s13394-015-0157-8.
• 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.
• World Bank (2010). Inside Indonesia’s mathematics classrooms: A TIMSS Video Study of teaching practices and student achievement. Jakarta: Author.
• Xin, Y. P. (2007). Word problem solving tasks in textbooks and their relation to student performance. Journal of Educational Research, 100(6), 347–359. https://doi.org/10.3200/JOER.100.6.347-360.

Vancouver

Wijaya A, Van den Heuvel-Panhuizen M, Doorman M, Veldhuis M. Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia. EURASIA J Math Sci Tech Ed. 2018;14(10):em1598. https://doi.org/10.29333/ejmste/93420

APA

Wijaya, A., Van den Heuvel-Panhuizen, M., Doorman, M., & Veldhuis, M. (2018). Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), em1598. https://doi.org/10.29333/ejmste/93420

AMA

Wijaya A, Van den Heuvel-Panhuizen M, Doorman M, Veldhuis M. Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia. EURASIA J Math Sci Tech Ed. 2018;14(10), em1598. https://doi.org/10.29333/ejmste/93420

Chicago

Wijaya, Ariyadi, Marja Van den Heuvel-Panhuizen, Michiel Doorman, and Michiel Veldhuis. "Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 10 (2018): em1598. https://doi.org/10.29333/ejmste/93420

Harvard

Wijaya, A., Van den Heuvel-Panhuizen, M., Doorman, M., and Veldhuis, M. (2018). Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), em1598. https://doi.org/10.29333/ejmste/93420

MLA

Wijaya, Ariyadi et al. "Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 10, 2018, em1598. https://doi.org/10.29333/ejmste/93420