ABSTRACT In this feasibility study the authors describe and evaluate a word problem solving instruction, based on the principles underlying instructional programs like Solve it! and schema-based instruction. This instruction is executed during a five-week intervention period in a group of four less successful second grade word problem solvers. The effectiveness of the word problem solving instruction is reported by means of students' performances on combine, change and compare problems before and after the intervention period, as well as by examining whether they executed the solution steps of the instruction correctly. This feasibility study provides important insights with regard to varying ways in which a word problem solving instruction can influence the solution strategies and performances of students who perform poorly on word problems. WORD PROBLEM SOLVING PROCESS Look at the following example of a word problem [Word problem example] "Mary has 9 marbles. She has 4 marbles more than John. How many marbles does John have?" Tim, a seven-year-old boy who is in the second grade of elementary school, has difficulties with solving word problems like the one that is given in the example above. While solving these word problems, Tim often uses an impulsive, superficial solution strategy. Significantly, he only focuses on selecting the presented numbers (9 and 4) and identifying the relational keywords (more than), which subsequently form the basis for his mathematical calculations. Tim's strategy often leads to an incorrect answer to the word problem. In this situation, Tim performed an addition operation where a subtraction operation was required, that is 9 + 4 = 13 instead of 9 -4 = 5. The incorrect answer is not the result of a lack of calculation ability, but a result of a problem with deeply and correctly understanding the word problem text. Mathematical word problem solving plays a prominent role in the curriculum of contemporary approaches to teaching mathematics [1
