This study aims 1) to study the difficulties in mathematical problem-reading among elementary school students and 2) to study the effects of using K-N-W-S strategy on mathematical problem-reading ability development among elementary school students. The sample consisted of five mathematics teachers of Samakhomsatreethai School. The instruments used in the research consisted of a semi-structured interview and a mathematical problem-reading instruction manual. The data analysis was done as qualitative analysis. The result is separated into two parts. 1) The result of the study of mathematical problem-reading suggests that 1.1 students do not like to read too long problems, 1.2 students are unable to figure out what to assume and what information from the problem is necessary to solving it, and 1.3 students have difficulties in understanding the keywords appearing in problems. 2) The result of using KNWS shows that students can better distinguish what a problem asks and what information it provides. As a result, students perform better in solving mathematical problems.
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