Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for Learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.
 Balka, D. S. (1974). The development of an instrument to measure creative ability in mathematics. Ph.D. Thesis, Main St. Durham, NH: University of New Hampshire.
 Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill.
 Brown, S. I., & Walter. M. I. (1983). The art of problem posing. Philadelphia: The Franklin Institute Press.
 Brumbaugh, D. K., & Rock, D. (2006). Teaching secondary mathematics (3th ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
 Chua, Y. P. (2004). Creative and critical thinking styles. New York: University Putra Malaysia Press.
 Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. Educational Studies in Mathematics, 52, 243-270. doi:10.1023/A:1024364304664
 Cunningham, R. F. (2004). Problem posing: An opportunity for increasing students responsibility. Mathematics and Computer Education, 38, 83-89
 English, L. D. (1997). Promoting a problem posing classroom. Teaching Children mathematics, 4, 172-180
 Gonzales, N. A. (1996). Problem formulation: Insights from student generated questions. School Science and Mathematics, 96, 152-157.
 Grundmeier, T. A. (2002). University students’ problem posing and attitudes towards mathematics. Primus: Problem, Resources, and Issues in Mathematics Undergraduate Studies, 12, 122-134.
 Grundmeier, T. A. (2003). The effects of mathematical problem posing providing experiences for k-8 pre-service teachers: Investigating teachers’ beliefs and characteristics of posed problems. Ph.D. Thesis, Main St. Durham, NH: Universty of New Hampshire.
 Harpster, D. L. (1999). A study of possible factors that influence the construction of teacher-made problem that assess higher-order thinking skill. Ph.D. Thesis, Bozeman: Montana State University.
 Jensen, L. R. (1973). The relationships among mathematical creativity, numerical aptitute and mathematical achievement. Ph.D. Thesis. Austin: University of Texas.
 Kilpatrick, J. (1987). Formulating the problem: Where do good problems come from? In A. H. Schoenfeld (Ed.), Cognitive Science and Mathematics Education (pp. 123-147). Hillsdale, NJ: Lawrence Erlbaum Associates.
 Leung, S. S. (1993). Mathematical problem posing: The influence of task formats, mathematics knowledge, and creative thinking. In I. Hirabayashi, N. Nohda, k. Shigematsu, & F. Lin (Eds.), Proceedings of 17th International conference of International Group for the Psychology of Mathematics Education (pp. 33-40). Tsukuba, Japan.
 Leung, S. K., & Silver, E. A. (1997). The role of task format, mathematics knowledge, and creative thinking on the arithmetic problem posing of prospective elementary school teachers. Mathematics Education Research Journal, 9, 5-24. doi:10.1007/BF03217299
 Lowrie, T. (2002). Designing a framework for problem posing young children generating open-ended task. Contemporary Issues in Early Childhood, 3, 354-364. doi:10.2304/ciec.2002.3.3.4
 Ministry of Malaysian Education (2008). Inspectorate and quality assurance. Annual Report, Putra Jaya.
 NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM.
 Noraini, I. (2001). Pedagogy in mathematics education. Kuala Lumpur: Utusan Publications & Distributors Sdn Bhd.
 Perez, J. A. (1985). Effects of students generated problems on problem solving performance (writing word problems). Ph.D. Thesis, New York: Columbia University College.
 Perrin, J. R. (2007). Problem posing at all levels in the calculus classroom. School Science and Mathematics, 107, 182-192.
 Polya, G. (1973). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton, New Jersey: Princeton Univeversity Press.
 Senk, S. L., Beckmann, C. E., & Thompson, D. R. (1997). Assessment and grading in high school mathematics classroom. Journal for Research in Mathematics Education, 28, 187-215. doi:10.2307/749761
 Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14, 19-28.
 Silver. E. A., Mamona-Downs, J., Leung, S. S., & Kenney, P. A. (1996). Posing mathematical problems: An exploratory study. Journal for Research in Mathematics Education, 27, 293-309.
 Slavin, R. E. (2000). Educational psychology: Theory and practice (6th ed.). Boston: Allyn & Bacon.
 Stickles, P. R. (2006). An analysis of secondary and middle school teachers’ mathematical problem posing. Ph.D. Thesis, Bloomington: University of Indiana.
 Tengku Zawawi, T. Z. (2005). Pedagogical content knowledge of fraction among primary school mathematics teacher. Ph.D. Thesis, Bangi: Faculty of Education, Universiti Kebangsaan Malaysia.
 TIMSS (2007). International mathematics report. Boston: International Study Center.
 Thompson, T. (2008). Mathematics teachers’ interpretation of higherorder thinking in Bloom’s taxomomy. Electronic International Journal of Mathematics Education, 3, 96-109.
 Winograd, K. (1991). Writing, solving and sharing original math story problem. Case studies of fifth grade children’s cognitive behaviour. The Annual Meeting of the American Educational Research Association, Chicago, 3-7 April 1991.
 Yusminah, M. Y. (2009). A case study of teachers’ pedagogical content knowledge of functions. Proceedings of the 3th International Conference on Science and Mathematics Education. Penang, 10-12 November 2009.
 Zakaria, E., & Iksan, Z. (2007). Promoting cooperative learning. Eurasia Journal of Mathematics, Science & Technology Education, 3, 35- 39.
 Zakaria, E., & Ngah, N. (2011). A preliminary analysis of students’ problem-posing ability and its relationship to attitudes towards problem solving. Research Journal of Applied Sciences, Engineering and Technology, 3, 866-870.