1. Yusaini, N.A., S.M. Maat and R. Rosli, 2019. Touch-point mathematics instruction for children with autism spectrum disorder: A systematic literature review. Int. J. Acad. Res. Bus. Social Sci., 9: 609-625.
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2. Siregar, N.C., R. Rosli, S.M. Maat and M.M. Capraro, 2019. The effect of Science, Technology, Engineering and Mathematics (STEM) program on students’ achievement in mathematics: A meta-analysis. Int. Electron. J. Math. Educ., 15: 1-12.
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3. Siregar, N.C., R. Rosli and S.M. Maat, 2019. Development of the D-Geometry module based on discovery learning. Int. J. Acad. Res. Progr. Educ. Dev., 8: 99-109.
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4. Mohankathan, R. Rosli and E. Zakaria, 2019. The impacts of aeromech project basedlearning on students’ achievements. Int. J. Acad. Res. Bus. Social Sci., 9: 961-966.
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5. Mohankathan, R. Rosli and E. Zakaria, 2019. The comparison of the effectiveness of conventional and multimedia approaches in nurturing student’s achievement towards additional mathematics. Int. J. Acad. Res. Bus. Social Sci., 9: 1036-1042.
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6. Mohankathan and R. Rosli, 2019. The effectiveness of SM aeromech for enhancing students achievement in mathematics. Global J. Al-Thaqafah, 9: 123-132.
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7. Abu Bakar, N.S., S.M. Maat and R. Rosli, 2019. Evaluation on mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) scale using rasch model analysis. Religacion J. Social Sci. Hum., 4: 30-36.
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8. Rosli, R., M.M. Capraro and S.M. Maat, 2018. Middle school preservice teachers’ knowledge of division with a remainder. Adv. Sci. Lett., 24: 8526-8529.
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9. Rosli, R. and W.L. Teo, 2018. Children early mathematics development based on a free play activity. Creative Educ., 9: 1174-1185.
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10. Abu Bakar, N.S., S.M. Maat and R. Rosli, 2018. A systematic review of teacher’s self-efficacy and technology integration. Int. J. Acad. Res. Bus. Social Sci., 8: 540-557.
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11. Rosli, M.K., S.M. Maat and R. Rosli, 2017. Students’ attitude and anxiety towards statistics a descriptive analysis. Res. Educ. Psychol., 1: 47-56.
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12. Lin, T.W. and R. Rosli, 2017. Rural school student’s perception about learning mathematics in english. Res. J. Applied Sci., 12: 148-156.
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13. Usry, R., R. Rosli and M.S. Mistima, 2016. An error analysis of matriculation students' permutations and combinations. Indian J. Sci. Technol., 9: 1-6.
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14. Suib, A.F., R. Rosli and M.M. Capraro, 2016. Primary school mathematics teachers' perspectives about problem posing activity. Social Sci. (Pak.), 11: 4992-4997.
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15. Maat, S.M., E. Zakaria and R. Rosli, 2016. Validating mathematics teachers teaching practices questionnaire using rasch measurement model. Social Sci. (Pak.), 11: 4419-4422.
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16. Maat, S.M., E. Zakaria and R. Rosli, 2016. Descriptive study on students’ anxiety towards statistics. Indian J. Sci. Technol., 9: 1-6.
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17. Hassan, S.R., R. Rosli and E. Zakaria, 2016. The use of i-think map and questioning to promote higher-order thinking skills in mathematics. Creative Educ., 7: 1069-1078.
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18. Han, S., R. Rosli, M.M. Capraro and R.M. Capraro, 2016. The effect of Science, Technology, Engineering and Mathematics (STEM) Project Based Learning (PBL) on students’ achievement in four mathematics topics. J. Turk. Sci. Educ., 11: 3-29.
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19. Rosli, R., M.M. Capraro, D. Goldsby, E.G.Y. Gonzalez, A.J. Onwuegbuzie and R.M. Capraro, 2015. Middle Grade Preservice Teachers’ Mathematical Problem Solving and Problem Posing. In: Mathematical Problem Posing: From Research to Effective Practice, Singer, F.M., N. Ellerton and J. Cai (Eds.)., Springer, New York, pp: 333-354.
20. Rosli, R., D. Goldsby and M.M. Capraro, 2015. Using manipulatives in solving and posing mathematical problems. Creative Educ., 6: 1718-1725.
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21. Rosli, R., M.M. Capraro and R.M. Capraro, 2014. The effects of problem posing on student mathematical learning: A meta-analysis. Int. Educ. Stud., 7: 227-241.
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22. Rosli, R., 2014. Problem Solving and Problem Posing for Learners with Special Education Needs. In: Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents and Adults with Disabilities and Other Exceptional Individuals, Reynolds, C.R., K.J. Vannest and E. Fletcher-Janzen (Eds.)., 4th Edn. John Wiley and Sons, Hoboken, New Jersey, pp: 2115-2116.
23. Onwuegbuzie, A.J., R. Rosli, J.M. Ingram and R.K. Frels, 2014. A critical dialectical pluralistic examination of the lived experience of select women doctoral students. Qual. Rep., 19: 1-35.
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24. Rosli, R., D. Goldsby and M.M. Capraro, 2013. Assessing students mathematical problem-solving and problem-posing skills. Asian Soc. Sci., 9: 54-60.
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25. Anderson, M.T., J.M. Ingram, B.J. Buford, R. Rosli, M.L. Bledsoe and A.J. Onwuegbuzie, 2012. Doctoral students’ perceptions of characteristics of effective college teachers: A mixed analysis. Int. J. Doctoral Stud., 7: 279-309.
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26. Rosli, R., 2011. KeyMath-3 diagnostic assessment: Manual forms A and B. J. Psychoeduc. Assess., 29: 94-97.