Diagram use is generally considered an effective strategy in solving mathematical word problems, and many teachers demonstrate the use of this strategy when they are teaching. Despite such demonstrations, however, the majority of students evidence poor, ineffective use of diagrams in problem solving. This may be due to a lack of task-appropriate instruction, but to date, there is inadequate evidence to support this idea. Therefore, the present study aimed to better understand the development of diagram use competence following the provision of task-appropriate instruction, focusing on both behavioral and neurophysiological evidence (i.e., brain activity, using functional near-infrared spectroscopy or fNIRS). Sixteen participants (mean age 15.7 years) were asked to solve mathematical word problems for which the use of tables (which is one kind of diagram) was deemed effective. Data collection progressed in three phases: (1) Pre-test without the demand for diagram use, (2) Pre-test with demand to use a table, and (3) Post-test (after participants received instruction on table use for problem solving). Although table use increased in Phase 2, it was only in Phase 3 that such use led to increases in correct answers. In Phase 3, fNIRS measurements also indicated an increase in blood flow to the frontal area (DLPFC and VLPFC) of the brain usually associated with working memory activity. These results demonstrate important neurophysiological changes resulting from task-appropriate instruction that promotes effective strategy use and improves learning performance.

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