The use of written or graphic representations is essential in mathematics. Graphic representations are mainly used and researched as instruments for problem solving. There is a gap in research for interventions that use learner-generated graphic representations as documents for reflection processes for promoting the development of children’s graphic representation competences. This is the focus of the study presented here. The study examines to what extent such an intervention has an effect on how the children take into account a mathematical structure in their self-generated graphic representations, how they ensure a mathematical matching with the word problem, and what degree of abstraction they choose. Additionally, the effect on the solution rates is investigated. The results show that children in the intervention group more frequently pay attention to a mathematically appropriate structure, compared with children in the control groups. This result is statistically significant. At the same time, children keep the degree of abstraction relatively constant. Solution rates improve continuously, but the difference is not significant.

中文翻译：

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学习者生成的单词问题图形表示：三年级的干预和评估研究

使用书面或图形表示在数学中是必不可少的。图形表示主要用作和研究作为解决问题的工具。在使用学习者生成的图形表示作为反思过程的文件以促进儿童图形表示能力发展的干预研究方面存在差距。这是这里介绍的研究的重点。该研究考察了这种干预在多大程度上影响了孩子们如何在他们自己生成的图形表示中考虑数学结构，他们如何确保与单词问题的数学匹配，以及他们选择的抽象程度。此外，研究了对溶解速率的影响。结果表明，与对照组的儿童相比，干预组的儿童更频繁地关注数学上适当的结构。该结果具有统计学意义。同时，儿童保持抽象程度相对恒定。解决率不断提高，但差异并不显着。