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DESIGNING A MATHEMATICS CURRICULUM............................................. 1

PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI):

PERKEMBANGAN dan TANTANGANNYA....................................................... 11

LEVELING STUDENTS CREATIVE THINKING IN SOLVING

AND POSING MATHEMATICAL PROBLEM................................................... 17

BIRTHDAY CAKE ACTIVITY STRUCTURED ARRANGEMENT FOR

HELPING CHILDREN DETERMINING QUANTITIES.................................. 53
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How Concrete is Concrete?............................................................................. 1

Development of Metacognitive and Discursive Activities

in Indonesian Maths Teaching........................................................................ 15

Building Counting By Traditional Game:

A Mathematics Program For Young Children.......................................... 41

The Role of Context in Third Graders Learning of Area Measurement

. ............55

The Indonesians Road Transportations as The Contexts to Support

Primary School Students Learning Number Operation....................... 67

Designing Reflection and Symmetry Learning by Using Math

Traditional Dancein Primary School........................................................... 79
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The PISA View of Mathematical Literacy in Indonesia........................ 95

Spatial Visualization Tasks To Support Students Spatial Structuring

In Learning Volume Measurement............................................................... 127

Design Research on Mathematics Education: Investigating The

Progress of Indonesian Fifth Grade Students Learning on
Multiplication of Fractions With Natural Numbers............................... 147

Supporting First Grade Students Learning Number Facts Up To 10

Using A ParrotGame. . 163

Developing Students Notion of Measurement Unit For

Area.. 173

Helping Students Acquainted with Multiplication in Rectangular

Model.. . 185

Structured Arrangement Supporting The Development of Splitting

Level inDoing Multiplication By Number Up To 20............................... 199

A Concrete Situation For Learning Decimals........................................... 215

Mathematical Understanding and Proving Abilities: Experiment With

Undergraduate Student By Using Modified Moore Learning
Approach.... 199
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Developing Metacognitive and Discursive Activities in The Indonesian

Mathematics Education.................................................................................... 1

Early Fractions Learning of 3rd Grade Students in SD Laboratorium

Unesa.................... 17

Supporting Students Understanding of Percentag................................ 29

Learning The Concept of Area and Perimeter by Exploring Their

Relation.. . 41

Eliciting Mathematical Thinking of Students through Realistic

Mathematics Education... . 55

Supporting Fifth Graders in Learning Multiplication of Fraction

with Whole Number ...................................................................................... 71

Students Modelling in Learning The Concept of Speed...................... 87

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Learning Multiplication Using Indonesian Traditional game in Third

Grade... 1

The Legend of Kemaro Island for Supporting Students in Learning

Average.... 1

Collaborative and Cooperative Learning in Malaysian Mathematics

Education.. . 103

Exploring Primary Students Problem-Solving Ability by Doing Tasks

Like PISAs Question..... 133

Supporting Students Ability in Understanding Least Common

Multiple (LCM) Concept Using Storytelling. 151

Rectangular Array Model Supporting Students Spatial Structuring in

Learning Multiplication 175
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Solving Problems with The Percentage Bar.............................................. 1

Developing the Sixth Level of PISA-Like Mathematics Problems for

Secondary School Student. .............................................................................. 9

Students Strategies of Measuring Time Using Traditional Gasing

Game in Third Grade of Primary School................................................... 29

Investigating Secondary School Students Difficulties in Modeling

Problems PISA-Model Level 5 And 6...................................................... 41

Improving Mathematical Communication Ability and Self Regulation

Learning Of Yunior High Students
by Using Reciprocal Teaching......................................................................... 59

Students Critical Mathematical Thinking Skills and Character:

Experiments for Junior High School Students through Realistic
Mathematics Education Culture-Based........................................................... 75

Developing a Model to Support Students in Solving Subtraction..... 95

Improving of Junior High School Visual Thinking Representation

Ability in Mathematical Problem Solving by CTL................................. 113
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GAMES FOR ENHANCING SUSTAINABILITY OF YEAR 7 MATHS

CLASSES IN INDONESIA..................................................................................... 129

THE USE OF CONTEXTUAL PROBLEMS TO SUPPORT

MATHEMATICAL LEARNING....................................................................... 151

CONSTRUCTING GEOMETRIC PROPERTIES OF RECTANGLE,

SQUARE, AND TRIANGLE IN THE THIRD GRADE OF INDONESIAN
PRIMARY SCHOOLS......................................................................................... 160

UNFINISHED STUDENT ANSWER IN PISA MATHEMATICS

CONTEXTUAL PROBLEM.............................................................................. 188

THE ENHANCEMENT OF JUNIOR HIGH SCHOOL STUDENTS

ABILITIES IN MATHEMATICAL PROBLEM SOLVING USING SOFT
SKILL-BASED METACOGNITIVE LEARNING....................................... 194

SET A STRUCTURE OF OBJECTS WITH A HELP OF GROUPING TO

TEN STRATEGY TO UNDERSTAND THE IDEA OF UNITIZING....... 204

SUPPORTING FIRST GRADE STUDENTS UNDERSTANDING OF

ADDITION UP TO 20 USING TRADITIONAL GAME............................. 212
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MATHEMATICS EDUCATION IN SINGAPORE - AN INSIDERS

PERSPECTIVE..... ................................................................................................ 1

LOCAL INSTRUCTION THEORY ON DIVISION IN MATHEMATICS

GASING: THE CASE OF RURAL AREAS STUDENT IN
INDONESIA......................................................................... 17

IMPROVING INTUITION SKILLS WITH REALISTIC

MATHEMATICS EDUCATION....................................................................... 27

LEARNING ONE-DIGIT DECIMAL NUMBERS BY

MEASUREMENT AND GAME PREDICTING LENGTH........................ 35

DEVELOPING MATHEMATICS PROBLEMS BASED ON PISA

LEVEL OF CHANGE AND RELATIONSHIPS CONTENT..................... 47

STUDENTS INITIAL UNDERSTANDING OF THE CONCEPT OF

CONSERVATION OF AREA............................................................................. 57

TEACHING MULTIPLICATION OF NUMBERS FROM 1 TO 10

TO STKIP SURYA STUDENTS USING MATEMATIKA GASING........ 66
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UNDERGRADUATE MATHEMATICS STUDENTS UNDERSTANDING

OF THE CONCEPT OF FUNCTION.............................................................. 85

USING THE INTERNET IN HIGH SCHOOL MATHEMATICS............ 108

DESIGNING TEACHER PROFESSIONAL DEVELOPMENT FOR

MATHEMATICS TEACHING WITH VARIATION THEORY................ 127

UTILIZATION OF INFORMATION AND COMMUNICATION

TECHNOLOGIES IN MATHEMATICS LEARNING................................ 138

UNDERSTANDING PROFILE FROM THE PHILOSOPHY,

PRINCIPLES, AND CHARACTERISTICS OF RME................................. 148

LEARNING THE CRITICAL POINTS FOR ADDITION IN

MATEMATIKA GASING................................................................................... 160

A COGNITIVE THEORY DRIVEN NEW ORIENTATION OF

INDONESIAN LESSONS .................................................................................. 170

BUILDING STUDENTS UNDERSTANDING OF QUADRATIC

EQUATION CONCEPT USING NAVE GEOMETRY.............................. 192
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USING RASCH ANALYSIS TO EXPLORE WHAT STUDENTS LEARN

ABOUT PROBABILITY CONCEPTS............................................................. 1

PROFESSIONAL DEVELOPMENT OF PMRI TEACHERS FOR

INTRODUCING SOCIAL NORMS................................................................. 11

PROFILE OF SECONDARY SCHOOL STUDENTS WITH HIGH

MATHEMATICS ABILITY IN SOLVING SHAPE AND SPACE
PROBLEM ............................................................................................................ 20

ENHANCING STUDENTS COMMUNICATION SKILLS THROUGH

TREFFINGER TEACHING MODEL............................................................. 31

LEVELING OF CRITICAL THINKING ABILITIES OF STUDENTS OF

MATHEMATICS EDUCATION IN MATHEMATICAL PROBLEM
SOLVING 40

MATHEMATICAL CRITICAL THINKING ABILITY THROUGH

CONTEXTUAL TEACHING AND LEARNING APPROACH................. 53

UTILIZING MICROSOFT MATHEMATICS IN TEACHING AND

LEARNING CALCULUS .................................................................................. 63
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ELPSA AS A LESSON DESIGN FRAMEWORK......................................... 1

USING SET MODEL FOR LEARNING ADDITION OF INTEGERS.... 16

THE IMPACT OF PROBLEM-BASED LEARNING APPROACH

TOSENIOR HIGH SCHOOL STUDENTS MATHEMATICS CRITICAL
THINKING ABILITY.......................................................................................... 30

ASSESSING SEVENTH GRADERS MATHEMATICAL LITERACY

IN SOLVING PISA-LIKE TASKS.................................................................... 39

INVESTIGATING THE ACT OF DESIGN IN DISCHARGE CONCEPT

USING PMRI. 50
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DEVELOPING PISA-LIKE MATHEMATICS TASK WITH INDONESIA

NATURAL AND CULTURAL HERITAGE AS CONTEXT TO ASSESS
STUDENTS MATHEMATICAL LITERACY............................................... 1

OPEN-ENDED APPROACH: AN EFFORT IN CULTIVATING

STUDENTS MATHEMATICAL CREATIVE THINKING ABILITY AND
SELF-ESTEEM IN MATHEMATICS............................................................. 11

SING TASK LIKE PISAS PROBLEM TO SUPPORT STUDENTS

CREATIVITY IN MATHEMATICS................................................................. 33

MATHEMATICAL UNDERSTANDING AND REPRESENTATION

ABILITY OF PUBLIC JUNIOR HIGH SCHOOL IN NORTH
SUMATRA.. 45