**AMA 10th edition**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Djasuli M, Sa’dijah C, Parta IN, Chandra TD. Students’ Reflective Abstraction in Solving Number Sequence Problems. *Int Elect J Math Ed*. 2017;12(3), 621-632.

**APA 6th edition**

**In-text citation:** (Djasuli et al., 2017)

**Reference:** Djasuli, M., Sa’dijah, C., Parta, I. N., & Chandra, T. D. (2017). Students’ Reflective Abstraction in Solving Number Sequence Problems. *International Electronic Journal of Mathematics Education, 12*(3), 621-632.

**Chicago**

**In-text citation:** (Djasuli et al., 2017)

**Reference:** Djasuli, Mohammad, Cholis Sa’dijah, I Nengah Parta, and Tjang Daniel Chandra. "Students’ Reflective Abstraction in Solving Number Sequence Problems". *International Electronic Journal of Mathematics Education* 2017 12 no. 3 (2017): 621-632.

**Harvard**

**In-text citation:** (Djasuli et al., 2017)

**Reference:** Djasuli, M., Sa’dijah, C., Parta, I. N., and Chandra, T. D. (2017). Students’ Reflective Abstraction in Solving Number Sequence Problems. *International Electronic Journal of Mathematics Education*, 12(3), pp. 621-632.

**MLA**

**In-text citation:** (Djasuli et al., 2017)

**Reference:** Djasuli, Mohammad et al. "Students’ Reflective Abstraction in Solving Number Sequence Problems". *International Electronic Journal of Mathematics Education*, vol. 12, no. 3, 2017, pp. 621-632.

**Vancouver**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Djasuli M, Sa’dijah C, Parta IN, Chandra TD. Students’ Reflective Abstraction in Solving Number Sequence Problems. Int Elect J Math Ed. 2017;12(3):621-32.

# Abstract

This study is qualitative in nature, aims to describe students’ reflective abstraction in solving problems related to number sequence. As subjects of this study are 6 students, composed of 3 students (2 female and one male) from State Senior High School (SMAN) 1 Pasuruan, and 3 students (2 male and 1 female) from SMAN 1 Pandaan, East Java, Indonesia. In this study, the researchers were acted as human instruments. Narrative description was compiled by assembling descriptions of reflective abstraction stages associated with the criteria of high, intermediate, or low thinking processes, and the cognitive levels including knowledge application and reasoning. The results suggest that students’ strategies of problem solving are not directly proportional to their level of reflective abstraction. It was also found that students’ reflective abstraction furnish students’ individually unique solution, simply complicated, while interventions are important in its attainments.