Background: The previous body of research
literature has reported several separate cognitive processes relevant in
solving mathematics wps. Therefore, it is of the essence to seek for
effective intervention and instruction for students in need for support
in learning.

Aim: This article reports the outcome of an intervention targeted at mathematics word problem (wp) skills.

Setting:
This study included three data collection points: (1) Premeasurements,
(2) post-measurements and (3) follow-up measurements. Pre-measurements
were performed in August, post-measurements immediately after the
intervention period in October and follow-up measurements in December.

Methods:
A programme, which included face-to-face support in mathematics wp
strategies with the think-aloud protocol, was applied. The participants
were 28 Finnish third-graders (14 training group students and 14 control
students). Their mathematics wp skills were tested three times (pre-,
post- and follow-up assessments). The groups were matched by gender,
family type and the mathematics wp pre-measurement score level. The
groups differed neither by literacy skills (i.e. technical reading,
reading comprehension) nor by task orientation at baseline.

Results:
Some acceleration of mathematics wp skills among the training group
students was found but the growth dramatically declined as soon as the
face-to-face support stopped. The results further showed improvement in
the efficacy of correct answers or attempted mathematics wp items among
training group students.

Conclusion: The results
suggested that training consisting of face-to-face support is crucial
for accelerating mathematics wp strategies among students struggling
with mathematics. Repeated, cyclic periods of support are suggested for
sustained effect.