{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,3,28]],"date-time":"2025-03-28T06:29:14Z","timestamp":1743143354004,"version":"3.40.3"},"publisher-location":"Cham","reference-count":5,"publisher":"Springer International Publishing","isbn-type":[{"type":"print","value":"9783030860615"},{"type":"electronic","value":"9783030860622"}],"license":[{"start":{"date-parts":[[2021,1,1]],"date-time":"2021-01-01T00:00:00Z","timestamp":1609459200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2021,9,21]],"date-time":"2021-09-21T00:00:00Z","timestamp":1632182400000},"content-version":"vor","delay-in-days":263,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Previous studies have shown that diagram use is effective in mathematical word problem solving. However, they have also revealed that students manifest many problems in using diagrams for such purposes. A possible reason is an inadequacy in students\u2019 understanding of variations in types of problems and the corresponding kinds of diagrams appropriate to use. In the present study, a preliminary investigation was undertaken of how such correspondences between problem types and kinds of diagrams are represented in textbooks. One government-approved textbook series for elementary school level in Japan was examined for the types of mathematical word problems, and the kinds of diagrams presented with those problems. The analyses revealed significant differences in association between kinds of diagrams and types of problems. More concrete diagrams were included with problems involving change, combination, variation, and visualization of quantities; while number lines were more often used with comparison and variation problems. Tables and graphs corresponded to problems requiring organization of quantities; and more concrete diagrams and graphs to problems involving quantity visualization. These findings are considered in relation to the crucial role of textbooks and other teaching materials in facilitating strategy knowledge acquisition in students.<\/jats:p>","DOI":"10.1007\/978-3-030-86062-2_8","type":"book-chapter","created":{"date-parts":[[2021,9,21]],"date-time":"2021-09-21T02:17:10Z","timestamp":1632190630000},"page":"79-83","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan?"],"prefix":"10.1007","author":[{"given":"Hiroaki","family":"Ayabe","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Emmanuel","family":"Manalo","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Mari","family":"Fukuda","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Norihiro","family":"Sadato","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2021,9,21]]},"reference":[{"key":"8_CR1","doi-asserted-by":"publisher","first-page":"1","DOI":"10.3389\/fpsyg.2015.00348","volume":"06","author":"G Daroczy","year":"2015","unstructured":"Daroczy, G., Wolska, M., Meurers, W.D., Nuerk, H.-C.: Word problems: a review of linguistic and numerical factors contributing to their difficulty. Front. Psychol. 06, 1\u201313 (2015)","journal-title":"Front. Psychol."},{"key":"8_CR2","doi-asserted-by":"publisher","first-page":"322","DOI":"10.1016\/j.learninstruc.2007.02.006","volume":"17","author":"Y Uesaka","year":"2007","unstructured":"Uesaka, Y., Manalo, E., Ichikawa, S.: What kinds of perceptions and daily learning behaviors promote students\u2019 use of diagrams in mathematics problem solving? Learn. Instr. 17, 322\u2013335 (2007)","journal-title":"Learn. Instr."},{"key":"8_CR3","unstructured":"Ayabe, H., Manalo, E., Hanaki, N.: Teaching diagram knowledge that is useful for math word problem solving. In: EAPRIL 2019 Conference Proceedings, pp. 388\u2013399 (2020)"},{"key":"8_CR4","unstructured":"Souma,K., et al.: Tanoshii Sansuu 6 Nen (Fun Math Grade 6), 1st edn. Dainippon Tosho Publishing, Tokyo (2020)"},{"key":"8_CR5","doi-asserted-by":"publisher","first-page":"109","DOI":"10.1037\/0033-295X.92.1.109","volume":"92","author":"W Kintsch","year":"1985","unstructured":"Kintsch, W., Greeno, J.G.: Understanding and solving word arithmetic problems. Psychol. Rev. 92, 109\u2013129 (1985)","journal-title":"Psychol. Rev."}],"container-title":["Lecture Notes in Computer Science","Diagrammatic Representation and Inference"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/978-3-030-86062-2_8","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2021,9,21]],"date-time":"2021-09-21T02:27:21Z","timestamp":1632191241000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/978-3-030-86062-2_8"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021]]},"ISBN":["9783030860615","9783030860622"],"references-count":5,"URL":"https:\/\/doi.org\/10.1007\/978-3-030-86062-2_8","relation":{},"ISSN":["0302-9743","1611-3349"],"issn-type":[{"type":"print","value":"0302-9743"},{"type":"electronic","value":"1611-3349"}],"subject":[],"published":{"date-parts":[[2021]]},"assertion":[{"value":"21 September 2021","order":1,"name":"first_online","label":"First Online","group":{"name":"ChapterHistory","label":"Chapter History"}},{"value":"Diagrams","order":1,"name":"conference_acronym","label":"Conference Acronym","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"International Conference on Theory and Application of Diagrams","order":2,"name":"conference_name","label":"Conference Name","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"2021","order":5,"name":"conference_year","label":"Conference Year","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"28 September 2021","order":7,"name":"conference_start_date","label":"Conference Start Date","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"30 September 2021","order":8,"name":"conference_end_date","label":"Conference End Date","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"12","order":9,"name":"conference_number","label":"Conference Number","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"diagrams2021","order":10,"name":"conference_id","label":"Conference ID","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"http:\/\/www.diagrams-conference.org\/2021\/","order":11,"name":"conference_url","label":"Conference URL","group":{"name":"ConferenceInfo","label":"Conference Information"}}]}}