@article{oai:hokkyodai.repo.nii.ac.jp:00007036,
 author = {SISKA, Setianingsih and ISHII, Hiroshi},
 issue = {1},
 journal = {北海道教育大学紀要. 教育科学編},
 month = {Aug},
 note = {Through an analytical review of lesson plans, classroom activities, specifically in grade 3, and the school textbook, this qualitative study examined the use of mathematics wordproblems to promote reading-comprehension and problem-solving skills in a Hakodate Elementary School attached to the Hokkaido University of Education. Ten classroom teachers were also required to complete a questionnaire covering topics such as wordproblem definitions and their significance, word-problem formulation, and teaching approaches to solving the word problems. The math textbook was found to support students’ reading-comprehension and problemsolving abilities because it provided word problems as a part of math activities, with several textbook components specifically focused on key elements, such as a student manual focused on solving word problems, “a reading with math” section, math sentences, and open-ended word-problems. The review of the lesson plan, teacher questionnaire, and classroom practices found that the teachers recognized that each math lesson needed to promote reading-comprehension and problem-solving skills; therefore, they set up a studentcentered learning classroom, designed “problem for the day”, and gave students time to learn from each other through pair or group discussions. These findings confirm that good practices of math word-problems are essential for mathematics education and to develop good problem-solving skills not only in Japan but also in other countries.},
 pages = {231--245},
 title = {Using Word-problems to Promote Reading-comprehension and Problem-solving Skills : Lessons Learned from Mathematics Word-problems in Japanese Elementary Schools},
 volume = {72},
 year = {2021}
}