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References
- Ang, W. H. (2008). Singapore’s textbook experience 1965–97: Meeting the needs of curriculum change. In S.K. Lee, C.B. Goh, B. Fredriksen, & J.P. Tan (Eds.), Toward a better future: Education and training for economic development in Singapore since 1965 (pp. 69–95). World Bank.
- Capone, R., Filiberti, F., & Lemmo, A. (2021). Analyzing difficulties in arithmetic word problem solving: An epistemological case study in primary school. Education Sciences, 11(10), 596. https://doi.org/10.3390/educsci11100596
- Carey, D. A. (1991). Number sentences: Linking addition and subtraction word problems and symbols. Journal for Research in Mathematics Education, 22(4), 266-280. https://doi.org/10.5951/jresematheduc.22.4.0266
- Carpenter, T. P., & Moser, J. M. (1982). The development of addition and subtraction problem-solving skills. In T. P. Carpenter, J. M. Moser, & T. A. Romberg (Eds.), Addition and subtraction: A cognitive perspective (pp. 9–24). Lawrence Erlbaum.
- Carpenter, T. P., Moser, J. M., & Bebout, H. C. (1988). Representation of addition and subtraction word problems. Journal for Research in Mathematics Education, 19(4), 345-357. https://doi.org/10.5951/jresematheduc.19.5.0385
- Cummins, D. D. (1991). Children's interpretations of arithmetic word problems. Cognition and Instruction, 8(3), 261-289. https://doi.org/10.1207/s1532690xci0803_2
- Daroczy, G., Wolska, M., Meurers, W. D., & Nuerk, H. C. (2015). Word problems: A review of linguistic and numerical factors contributing to their difficulty. Frontiers in Psychology, 6, 1-13. https://doi.org/10.3389/fpsyg.2015.00348
- De Corte, E., & Verschaffel, L. (1985, October). Writing number sentences to represent addition and subtraction word problems. In S. K. Damarin & M. Shelton (Eds.), Proceedings of the seventh annual meeting of the north American chapter of the international group for the psychology of mathematics education (pp. 50-56). https://files.eric.ed.gov/fulltext/ED411127.pdf#page=62
- Divjak, B., & Tomić, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of Information and Organizational Sciences, 35(1), 15-30. https://hrcak.srce.hr/file/103887
- Fisher, C. (2014). Designing games for children: Developmental, usability, and design considerations for making games for kids. Routledge.
- Fuchs, L. S., Seethaler, P. M., Sterba, S. K., Craddock, C., Fuchs, D., Compton, D. L., Geary, D. C., & Changas, P. (2021). Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction. Journal of Educational Psychology, 113(1), 86-103. https://doi.org/10.1037/edu0000467
- Gooding, S. (2009). Children's difficulties with mathematical word problems. Proceedings of the British Society for Research into Learning Mathematics, 29(3), 31-36. https://bsrlm.org.uk/wp-content/uploads/2016/02/BSRLM-IP-29-3-06.pdf
- Hébert, C., & Jenson, J. (2019). Digital game-based pedagogies: Developing teaching strategies for game-based learning. Journal of Interactive Technology and Pedagogy, 15. https://jitp.commons.gc.cuny.edu/digital-game-based-pedagogies-developing-teaching-strategies-for-game-based-learning/
- Kaur, B. (2019). The why, what and how of the ‘Model’ method: A tool for representing and visualising relationships when solving whole number arithmetic word problems. ZDM, 51, 151-168. https://doi.org/10.1007/s11858-018-1000-y
- Kenedi, A. K., Helsa, Y., Ariani, Y., Zainil, M., & Hendri, S. (2019). Mathematical connection of elementary school students to solve mathematical problems. Journal on Mathematics Education, 10(1), 69-80. https://doi.org/10.22342/jme.10.1.5416.69-80
- Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. National Academy Press.
- Mason, J. (2018). Structuring structural awareness: A commentary on chapter 13. In M. G. Bartolini Bussi & X. H. Sun (Eds.), Building the foundation: Whole numbers in the primary grades (pp. 325–340). New ICMI Study Series. Springer Open. https://doi.org/10.1007/978-3-319-63555-2_14
- McNiff, J., & Whitehead, J. (2010). You and your action research project (3rd ed.). Routledge.
- Murdiyani, N. M., Putri, R. I. I., van Eerde, D., & van Galen, F. (2013). Developing a model to support students in solving subtraction. Journal on Mathematics Education, 4(1), 95-112. https://doi.org/10.22342/jme.4.1.567.95-112
- Ng, S. F., & Lee, K. (2005). How primary five pupils use the model method to solve word problems. The Mathematics Educator, 9(1), 60–83. https://repository.nie.edu.sg/bitstream/10497/73/1/TME-9-1-60.pdf
- Olson, J. C. (2007). Developing students' mathematical reasoning through games. Teaching Children Mathematics, 13(9), 464-471. https://doi.org/10.5951/TCM.13.9.0464
- Osman, S., Yang, C. N. A. C., Abu, M. S., Ismail, N., Jambari, H., & Kumar, J. A. (2018). Enhancing students’ mathematical problem-solving skills through bar model visualisation technique. International Electronic Journal of Mathematics Education, 13(3), 273-279. https://doi.org/10.12973/iejme/3919
- Parks, A. N. (2015). Exploring mathematics through play in the early childhood classroom. Teachers College Press.
- Polya, G. (1945). How to solve it. Princeton University Press.
- Powell, S. R. (2011). Solving word problems using schemas: A review of the literature. Learning Disabilities Research & Practice, 26(2), 94–108. https://doi.org/10.1111/j.1540-5826.2011.00329.x
- Schmittau, J., & Morris, A. (2004). The development of algebra in the elementary mathematics curriculum of V. V. Davydov. The Mathematics Educator, 8(1), 60–87. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.452.3117&rep=rep1&type=pdf
- Somekh, B., & Zeichner, K. (2009). Action research for educational reform: Remodelling action research theories and practices in local contexts. Educational Action Research, 17(1), 5-21. https://doi.org/10.1080/09650790802667402
- Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-based learning. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 485–503). Springer. https://doi.org/10.1007/978-1-4614-3185-5_38
- Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school mathematics: Teaching developmentally (10th ed.). Pearson. https://www.pearsonhighered.com/assets/samplechapter/0/2/0/5/020538689X.pdf
- Vaughn, M., Parsons, S. A., Kologi, S., & Saul, M. (2014). Action research as a reflective tool: A multiple case study of eight rural educators’ understandings of instructional practice. Reflective Practice, 15(5), 634-650. https://doi.org/10.1080/14623943.2014.900030
- Willis, G. B., & Fuson, K. C. (1988). Teaching children to use schematic drawings to solve addition and subtraction word problems. Journal of Educational Psychology, 80(2), 192–201. https://doi.org/10.1037/0022-0663.80.2.192
- Wood, D. (1998). How children think and learn (2nd ed.). Blackwell Publishers.
References
Ang, W. H. (2008). Singapore’s textbook experience 1965–97: Meeting the needs of curriculum change. In S.K. Lee, C.B. Goh, B. Fredriksen, & J.P. Tan (Eds.), Toward a better future: Education and training for economic development in Singapore since 1965 (pp. 69–95). World Bank.
Capone, R., Filiberti, F., & Lemmo, A. (2021). Analyzing difficulties in arithmetic word problem solving: An epistemological case study in primary school. Education Sciences, 11(10), 596. https://doi.org/10.3390/educsci11100596
Carey, D. A. (1991). Number sentences: Linking addition and subtraction word problems and symbols. Journal for Research in Mathematics Education, 22(4), 266-280. https://doi.org/10.5951/jresematheduc.22.4.0266
Carpenter, T. P., & Moser, J. M. (1982). The development of addition and subtraction problem-solving skills. In T. P. Carpenter, J. M. Moser, & T. A. Romberg (Eds.), Addition and subtraction: A cognitive perspective (pp. 9–24). Lawrence Erlbaum.
Carpenter, T. P., Moser, J. M., & Bebout, H. C. (1988). Representation of addition and subtraction word problems. Journal for Research in Mathematics Education, 19(4), 345-357. https://doi.org/10.5951/jresematheduc.19.5.0385
Cummins, D. D. (1991). Children's interpretations of arithmetic word problems. Cognition and Instruction, 8(3), 261-289. https://doi.org/10.1207/s1532690xci0803_2
Daroczy, G., Wolska, M., Meurers, W. D., & Nuerk, H. C. (2015). Word problems: A review of linguistic and numerical factors contributing to their difficulty. Frontiers in Psychology, 6, 1-13. https://doi.org/10.3389/fpsyg.2015.00348
De Corte, E., & Verschaffel, L. (1985, October). Writing number sentences to represent addition and subtraction word problems. In S. K. Damarin & M. Shelton (Eds.), Proceedings of the seventh annual meeting of the north American chapter of the international group for the psychology of mathematics education (pp. 50-56). https://files.eric.ed.gov/fulltext/ED411127.pdf#page=62
Divjak, B., & Tomić, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of Information and Organizational Sciences, 35(1), 15-30. https://hrcak.srce.hr/file/103887
Fisher, C. (2014). Designing games for children: Developmental, usability, and design considerations for making games for kids. Routledge.
Fuchs, L. S., Seethaler, P. M., Sterba, S. K., Craddock, C., Fuchs, D., Compton, D. L., Geary, D. C., & Changas, P. (2021). Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction. Journal of Educational Psychology, 113(1), 86-103. https://doi.org/10.1037/edu0000467
Gooding, S. (2009). Children's difficulties with mathematical word problems. Proceedings of the British Society for Research into Learning Mathematics, 29(3), 31-36. https://bsrlm.org.uk/wp-content/uploads/2016/02/BSRLM-IP-29-3-06.pdf
Hébert, C., & Jenson, J. (2019). Digital game-based pedagogies: Developing teaching strategies for game-based learning. Journal of Interactive Technology and Pedagogy, 15. https://jitp.commons.gc.cuny.edu/digital-game-based-pedagogies-developing-teaching-strategies-for-game-based-learning/
Kaur, B. (2019). The why, what and how of the ‘Model’ method: A tool for representing and visualising relationships when solving whole number arithmetic word problems. ZDM, 51, 151-168. https://doi.org/10.1007/s11858-018-1000-y
Kenedi, A. K., Helsa, Y., Ariani, Y., Zainil, M., & Hendri, S. (2019). Mathematical connection of elementary school students to solve mathematical problems. Journal on Mathematics Education, 10(1), 69-80. https://doi.org/10.22342/jme.10.1.5416.69-80
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. National Academy Press.
Mason, J. (2018). Structuring structural awareness: A commentary on chapter 13. In M. G. Bartolini Bussi & X. H. Sun (Eds.), Building the foundation: Whole numbers in the primary grades (pp. 325–340). New ICMI Study Series. Springer Open. https://doi.org/10.1007/978-3-319-63555-2_14
McNiff, J., & Whitehead, J. (2010). You and your action research project (3rd ed.). Routledge.
Murdiyani, N. M., Putri, R. I. I., van Eerde, D., & van Galen, F. (2013). Developing a model to support students in solving subtraction. Journal on Mathematics Education, 4(1), 95-112. https://doi.org/10.22342/jme.4.1.567.95-112
Ng, S. F., & Lee, K. (2005). How primary five pupils use the model method to solve word problems. The Mathematics Educator, 9(1), 60–83. https://repository.nie.edu.sg/bitstream/10497/73/1/TME-9-1-60.pdf
Olson, J. C. (2007). Developing students' mathematical reasoning through games. Teaching Children Mathematics, 13(9), 464-471. https://doi.org/10.5951/TCM.13.9.0464
Osman, S., Yang, C. N. A. C., Abu, M. S., Ismail, N., Jambari, H., & Kumar, J. A. (2018). Enhancing students’ mathematical problem-solving skills through bar model visualisation technique. International Electronic Journal of Mathematics Education, 13(3), 273-279. https://doi.org/10.12973/iejme/3919
Parks, A. N. (2015). Exploring mathematics through play in the early childhood classroom. Teachers College Press.
Polya, G. (1945). How to solve it. Princeton University Press.
Powell, S. R. (2011). Solving word problems using schemas: A review of the literature. Learning Disabilities Research & Practice, 26(2), 94–108. https://doi.org/10.1111/j.1540-5826.2011.00329.x
Schmittau, J., & Morris, A. (2004). The development of algebra in the elementary mathematics curriculum of V. V. Davydov. The Mathematics Educator, 8(1), 60–87. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.452.3117&rep=rep1&type=pdf
Somekh, B., & Zeichner, K. (2009). Action research for educational reform: Remodelling action research theories and practices in local contexts. Educational Action Research, 17(1), 5-21. https://doi.org/10.1080/09650790802667402
Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-based learning. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 485–503). Springer. https://doi.org/10.1007/978-1-4614-3185-5_38
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school mathematics: Teaching developmentally (10th ed.). Pearson. https://www.pearsonhighered.com/assets/samplechapter/0/2/0/5/020538689X.pdf
Vaughn, M., Parsons, S. A., Kologi, S., & Saul, M. (2014). Action research as a reflective tool: A multiple case study of eight rural educators’ understandings of instructional practice. Reflective Practice, 15(5), 634-650. https://doi.org/10.1080/14623943.2014.900030
Willis, G. B., & Fuson, K. C. (1988). Teaching children to use schematic drawings to solve addition and subtraction word problems. Journal of Educational Psychology, 80(2), 192–201. https://doi.org/10.1037/0022-0663.80.2.192
Wood, D. (1998). How children think and learn (2nd ed.). Blackwell Publishers.