Bibliografi

Aida Suraya Md. Yunus, Sharifah Mohd Nor & Habsah Ismail. 1992. Analisis kesilapan
masalah-masalah berkaitan nombor perpuluhan dan pecahan bagi pelajar Tahun
Lima sekolah rendah. Jurnal Pendidik dan Pendidikan 12: 15-33.

Asiah Ismail. 1994. Beberapa pola kesilapan dalam kefahaman konsep nombor
perpuluhan dalam kalangan murid tingkatan satu. Jurnal Pendidikan Matematik
Sains BPG 1: 10-13.

Behr, M., Harel, G., Post, T.R., & Lesh, R. (1992). Rational number, ratio and
proportion. In D.A., Grouws (Ed.), 296-333. New York: Macmillan.

Behr, M. & Post, T. (1992). Teaching rational number and decimal concepts. In T. Post
(Ed.), Teaching mathematics in grades K-8: Research-based methods (2nd ed.)
(pp. 201-248). Boston: Allyn and Bacon.

Bigelow, J.C., Dams, G.E., & Hunting, R.P. (1989). Some remarks on the homology and
dynamics of rational number learning. Paper presented at the research pre-
session of the National Council of Teachers of Mathematics Annual Meeting,
Orlando, Florida.

Bley, N. S., & Thornton, C. A. (1995). Teaching mathematics to students with learning
disabilities (3rd ed.). Austin, TX: PRO-ED.

Carpenter, T.P., M.K. Corbiti, H. S. Kepner, M.M. Linquist Dan R. E. Reys. (1981).
Decimals: results and implications from the second NAEP mathematics
assessment. Arithmetic Teacher 28(8), 34-37.
Frederick J. Brigham,F.J Rich Wilson R., Eric Jones E. & Moisio M (2003). Learning
Disabilities Research & Practice Volume 18, Issue 2, 99–111, May 2003.
Bowling Green State University.

Hart, K. M. (1981). Children's Understanding of Mathematics. London: John Murray.

Heibert, J., & Wearne, D. (1986). Procedures over concepts: The acquisition of decimal
number knowledge. In J. Heibert (Ed.), Conceptual and procedural knowledge:
The case of mathematics, 199-223. Hillsdale, NJ: Lawrence Erlbaum.

Heibert, J., & Wearne, D. (1986). Procedures over concepts: The acquisition of decimal
number knowledge. In J. Heibert (Ed.), Conceptual and procedural knowledge:
The case of mathematics, 199-223. Hillsdale, NJ: Lawrence Erlbaum.

Hiebert J. & D. Wearne. (1986). Procedures over concepts: The acquisition of decimal
number knowledge. Conceptual and Procedural Knowledge: The Case of
Mathematics, disunting oleh J. Hiebert, 199-223. NJ: Lawrence Erlbaum Assoc.

Luculano, T & Butterworth, B. (2011): Understanding the real value of fractions and
decimals, The Quarterly Journal of Experimental Psychology,
DOI:10.1080/17470218.2011.604785

Mack, N. (1995). Confuounding whole-number and fraction concepts when building on

informal knowledge. Journal for Research in Mathematics Education. 26, 422-
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Markovits, Z., & Sowder, J.T. (1991). Students’ understanding of the relationship
between fractions and decimal. Focus on Learning Problems in Mathematics,
13(1), 3-11.
Md. Yunus, Aida Suraya (2001) Algoritma Pendaraban Nombor Perpuluhan dari
Perspektif Pelajar Tingkatan Satu. Pertanika Journal of Social Sciences &
Humanities, 9 (1). pp. 21-33. ISSN 0128-7702  

Ni, Y., & Zhou, Y. (2005). Teaching and learning fraction and rational numbers: The
origins and implications of whole number bias. Educational Psychologist, 40, 27–
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Resnick, L.B., Nesher, P., Leonard, F., Magone, M., Omanson, S., & Peled, I. (1989).
Conceptual bases of arithmetic errors: The case for decimal fractions. Journal for
Research in Mathematics Education, 20(1), 8-27.

Skemp, R (1997). Psychology of Learning Mathematics. London: Lawrence Erlbaum

Association.

Smith, C. L., Solomon, G. E. A., & Carey, S. (2005). Never getting to zero: Elementary
school students’ understanding of the infinite divisibility of number and matter.
Cognitive Psychology, 51, 101–140.

Wearne, D., & Hiebert, J. (1988). Constructing and using meaning for mathematical
symbols: The case of decimal fractions. In J. Heibert & M. Behr (Eds.), Number
concepts and operations in the middle grades vol 2, 220-235. Hillsdale, NJ:
Lawrence Erlbaum Associates.

Wearne, D., & Hiebert,J. (1988). Constructing and using meaning for mathematical
symbols: The case of decimal fractions. Inj. Hiebert & M. Behr (Eds.), Number
concepts and operations in the middle grades, 220-235., Reston, V A: National
Council of Teachers of Mathematics.