**APA**

**In-text citation:** (Sugilar, 2016)

**Reference:** Sugilar (2016). IDENTIFICATION OF HORIZON MATHEMATICAL KNOWLEDGE FOR TEACHING FRACTION DIVISION AT ELEMENTARY SCHOOLS. *International Electronic Journal of Mathematics Education, 11*(8), 3160-3175.

**AMA**

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

**Reference:** Sugilar. IDENTIFICATION OF HORIZON MATHEMATICAL KNOWLEDGE FOR TEACHING FRACTION DIVISION AT ELEMENTARY SCHOOLS. *INT ELECT J MATH ED*. 2016;11(8), 3160-3175.

**Chicago**

**In-text citation:** (Sugilar, 2016)

**Reference:** Sugilar. "IDENTIFICATION OF HORIZON MATHEMATICAL KNOWLEDGE FOR TEACHING FRACTION DIVISION AT ELEMENTARY SCHOOLS". *International Electronic Journal of Mathematics Education* 2016 11 no. 8 (2016): 3160-3175.

**Harvard**

**In-text citation:** (Sugilar, 2016)

**Reference:** Sugilar (2016). IDENTIFICATION OF HORIZON MATHEMATICAL KNOWLEDGE FOR TEACHING FRACTION DIVISION AT ELEMENTARY SCHOOLS. *International Electronic Journal of Mathematics Education*, 11(8), pp. 3160-3175.

**MLA**

**In-text citation:** (Sugilar, 2016)

**Reference:** Sugilar "IDENTIFICATION OF HORIZON MATHEMATICAL KNOWLEDGE FOR TEACHING FRACTION DIVISION AT ELEMENTARY SCHOOLS". *International Electronic Journal of Mathematics Education*, vol. 11, no. 8, 2016, pp. 3160-3175.

**Vancouver**

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

**Reference:** Sugilar. IDENTIFICATION OF HORIZON MATHEMATICAL KNOWLEDGE FOR TEACHING FRACTION DIVISION AT ELEMENTARY SCHOOLS. INT ELECT J MATH ED. 2016;11(8):3160-75.

# Abstract

Determining the kind of teachers’ mathematical knowledge for teaching a topic of mathematics at elementary school is substantial most notaby for developing teacher training. The important purpose of this study was to propose a model by applying Delphi method for identifying the horizon mathematical knowledge for teaching fraction division at elementary schools in Indonesian context. The results were the procedure for identification horizon mathematical knowledge and eight statements of competences in mathematical knowledge for teaching fraction division at elementary schools. The recommendations based on the results were the model developed in this study which could be one of the many alternatives for identifying the horizon mathematical knowledge for teaching, and the results should be followed by an empirical validation process to analyze the ultimate effects on students’ learning.