Journal of Mathematics and Science Teacher

• Almeida, L. S., Prieto, L. P., Ferrando, M., Oliveira, E., & Ferrándiz, C. (2008). Torrance test of creative thinking: The question of its construct validity. Thinking Skills and Creativity, 3(1), 53-58. https://doi.org/10.1016/j.tsc.2008.03.003
• Arnellis, Yerizon, Rosha, M., Jamaan, E. Z., & Amalita, N. (2023). Analysis of concept understanding students’ real Analysis course by using realistic mathematics education approach. AIP Conference Proceedings 2698, Article 060010. https://doi.org/10.1063/5.0122449
• Efrida, E., Halaman, M., & Muchlis, E. E. (2012). Pengaruh pendekatan pendidikan matematika realistik Indonesia (Pmri) Terhadap Perkembangan Kemampuan Pemecahan Masalah Siswa Kelas Ii Sd Kartika 1.10 Padang [The effect of the Indonesian realistic mathematics education (PMRI) approach on the development of grade II students’ problem-solving skills at SD Kartika 1.10 Padang]. Jurnal Exacta, X(2), 136-139.
• Fadlila, N., & Sagala, P. N. (2021). Development of test instrument based realistic mathematics education to improve high order thinking skills. Journal of Physics: Conference Series, 1819(1), Article 012068. https://doi.org/10.1088/1742-6596/1819/1/012068
• Feudel, F., & Biehler, R. (2021). Students’ understanding of the derivative concept in the context of mathematics for economics. Journal für Mathematik-Didaktik, 42, 273-305. https://doi.org/10.1007/s13138-020-00174-z
• Goswami, S. (2024). A studentcentric approach to higher education in an era of technology-assisted learning – How far active learning is possible? Optimization, 16(1), 29-45.
• Graham, D., & Valsamidis, T. (2006). A framework for e-learning: A blended solution?: current developments in technology-assisted education. https://gala.gre.ac.uk/id/eprint/997
• Gravemeijer, K. P. E. (1999). How emergent models may foster the constitution of formal mathematics. Mathematical Thinking and Learning, 1(2), 155-177. https://doi.org/10.1207/s15327833mtl0102_4
• Gyamerah, A. O., Baguso, G., Santiago-Rodriguez, E., Sa’id, A., Arayasirikul, S., Lin, J., Turner, C. M., Taylor, K. D., McFarland, W., Wilson, E. C., & Wesson, P. (2021). Experiences and factors associated with transphobic hate crimes among transgender women in the San Francisco Bay Area: comparisons across race. BMC Public Health, 21(1), 1053. https://doi.org/10.1186/s12889-021-11107-x
• Habsah, F. (2017). Developing teaching material based on realistic mathematics and oriented to the mathematical reasoning and mathematical communication. Jurnal Riset Pendidikan Matematika, 4(1), 43-55. https://doi.org/10.21831/jrpm.v4i1.10199
• Khairudin, Fauzan, & Armiati. (2022). Hypothetical learning trajectory of limit and derivative based on realistic mathematics education. Specialusis Ugdymas/Special Education, 1(43), 3608-3624.
• Ministry of Education and Training. (2018). Mathematics general education program. Hanoi.
• National Assembly. (2019). Law on Education, No. 43/2019/QH14, promulgated on June 14, 2019.
• Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving mathematics teaching in kindergarten with realistic mathematical education. Early Childhood Education Journal, 45(3), 369-378. https://doi.org/10.1007/s10643-015-0768-4
• Reed, S. K. (2016). The structure of Ill-structured (and well-structured) problems revisited. Educational Psychology Review, 28, 691-716. https://doi.org/10.1007/s10648-015-9343-1
• Saefudin, A. A. (2012). Development of creative thinking ability of students in mathematics learning with realistic mathematics education approach. Al-Bidayah, 4(1).
• Searle, J., & Barmby, P. (2012). Evaluation report on the realistic mathematics education pilot project at Manchester Metropolitan University. Durham University.
• Sembiring, R. K., Hadi, S., & Dolk, M. (2008). Reforming mathematics learning in Indonesian classrooms through RME. ZDM Mathematics Education, 40(6), 927-939. https://doi.org/10.1007/s11858-008-0125-9
• Suherman, & Erman. (2003). Strategi pembelajaran matematika kontemporer [Contemporary mathematics learning strategy]. UPI Press.
• Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307-315. https://doi.org/10.1016/j.kjss.2016.06.001
• Suparatulatorn, R., Jun-On, N., Hong, Y.-Y., Intaros, P., & Suwannaut, S. (2023). Exploring problem-solving through the intervention of technology and Realistic Mathematics Education in the Calculus content course. Journal on Mathematics Education, 14(1), 103-128. https://doi.org/10.22342/jme.v14i1.pp103-128
• Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12(2), 151-169. https://doi.org/10.1007/BF00305619
• Weber, E., Tallman, M., Byerley, C., & Thompson, P. W. (2012). Understanding the derivative through the calculus triangle. The Mathematics Teacher, 106(4), 274-278. https://doi.org/10.5951/mathteacher.106.4.0274
• Yuanita, P., Zulnaidi, H., & Zakaria, E. (2018). The effectiveness of realistic mathematics education approach: The role of mathematical representation as a mediator between mathematical belief and problem-solving. PLoS ONE, 13(9), Article e0204847. https://doi.org/10.1371/journal.pone.0204847
• Zandieh, M. J. (2000). A theoretical framework for analyzing student understanding of the concept of derivative. CBMS Issues in Mathematics Education, 8, 103-127. https://doi.org/10.1090/cbmath/008/06
• Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49-64). Routledge.

APA

Nguyen, D. T., Tran, L. V. H., Nguyen, T. M., Nguyen, A. T., & Nguyen, Q. P. (2026). The effectiveness of applying realistic mathematics education approach with the support of GeoGebra software (RME-SBG) in teaching calculus for high school students: A case of teaching the concept of derivatives. Journal of Mathematics and Science Teacher, 6(2), em105. https://doi.org/10.29333/mathsciteacher/18133

Vancouver

Nguyen DT, Tran LVH, Nguyen TM, Nguyen AT, Nguyen QP. The effectiveness of applying realistic mathematics education approach with the support of GeoGebra software (RME-SBG) in teaching calculus for high school students: A case of teaching the concept of derivatives. Journal of Mathematics and Science Teacher. 2026;6(2):em105. https://doi.org/10.29333/mathsciteacher/18133

AMA

Nguyen DT, Tran LVH, Nguyen TM, Nguyen AT, Nguyen QP. The effectiveness of applying realistic mathematics education approach with the support of GeoGebra software (RME-SBG) in teaching calculus for high school students: A case of teaching the concept of derivatives. Journal of Mathematics and Science Teacher. 2026;6(2), em105. https://doi.org/10.29333/mathsciteacher/18133

Chicago

Nguyen, Da Tien, Linh Vu Hien Tran, Tu Minh Nguyen, An Thu Nguyen, and Quynh Phuong Nguyen. "The effectiveness of applying realistic mathematics education approach with the support of GeoGebra software (RME-SBG) in teaching calculus for high school students: A case of teaching the concept of derivatives". Journal of Mathematics and Science Teacher 2026 6 no. 2 (2026): em105. https://doi.org/10.29333/mathsciteacher/18133

Harvard

Nguyen, D. T., Tran, L. V. H., Nguyen, T. M., Nguyen, A. T., and Nguyen, Q. P. (2026). The effectiveness of applying realistic mathematics education approach with the support of GeoGebra software (RME-SBG) in teaching calculus for high school students: A case of teaching the concept of derivatives. Journal of Mathematics and Science Teacher, 6(2), em105. https://doi.org/10.29333/mathsciteacher/18133

MLA

Nguyen, Da Tien et al. "The effectiveness of applying realistic mathematics education approach with the support of GeoGebra software (RME-SBG) in teaching calculus for high school students: A case of teaching the concept of derivatives". Journal of Mathematics and Science Teacher, vol. 6, no. 2, 2026, em105. https://doi.org/10.29333/mathsciteacher/18133