According to the German educational standards, students should be familiar with problem-solving as a general mathematical competency by the end of grade 4. Non-routine word problems are suitable tasks for mathematical problem-solving in elementary mathematics classes. They are characterized by the fact that the problemsolver cannot simply use well-trained algorithmic calculating procedures (Rasch, 2001). As a result, many students struggle with word problems in mathematics, especially with non-routine word problems (Hohn, 2012). Representation plays a central role in the process of problem-solving. It involves representing a problem situation adequately, constructing a mental model and comparing it in a dynamic and iterative process with the information externalized in the representation (Schnotz et al, 2011). This study aims to shed light on teacher-provided representations as cognitive tools for students when working on non-routine word problems. In an experimental study, we examined a sample of 67 primary school students who worked on six non-routine word problems with provided representations. The tasks were accompanied by a table or a drawing. Furthermore, the tables and drawings differed with regard to the amount of information provided. Statistical data analysis generated, among other findings, two results: Overall solution rates were low (10 to 24%). Tables and drawings facilitated the solution process differently depending on the type of word problem. Consequences for subsequent future research are discussed.

auf der Idee, Schülerinnen und Schülern Videosequenzen von fachdidaktischen Demonstrationen zu präsentieren und sie aufzufordern, den Videoinhalt in Form eines Erarbeitungsprotokolls darzustellen. Die Kombination aus Videosequenz und Arbeitsauftrag wird als "Video-Item" bezeichnet. Um die Ausprägung der Qualität dieser Erarbeitungsprotokolle ermitteln zu können, wurde ein Kategoriensystem entwickelt, welches sich zurzeit in der Validierungsphase befindet.Abstract In educational contexts, autonomous learning is seen to be an important aspect for the process of the acquirement of knowledge. The results of these learning processes can be investigated by using performance tests. However, there is limited empirical evidence on factors that contribute significantly to the successful acquirement of knowledge during autonomous learning processes. A core competency could be the ability to write work process protocols. To assess this competency it is necessary to capture the expertise by the analysis of key steps of the process of acquirement of knowledge including the form and development process of the work process protocols. There are a few empirical studies on the individual's ability to create work process protocols that show the contribution to knowledge acquisition. Therefore, the objective of the research project was to develop a prototype of a measuring Zusammenfassung Im schulischen Kontext wird dem Prozess der Erkenntnisgewinnung in eigenverantwortlichen Lernprozessen immer mehr Bedeutung beigemessen. Durch Leistungstests kann das Ergebnis dieser Lernprozesse überprüft werden. Es gibt jedoch kaum empirische Befunde zur Frage, welche Kompetenzen maßgeblich zu einer erfolgreichen Erkenntnisgewinnung in eigenverantwortlichen Lernprozessen beitragen. Eine zentrale Kompetenz im Erkenntnisprozess könnte die Protokollierfähigkeit sein, die Fähigkeit zur Darstellung der wesentlichen Teilschritte in Form eines Erarbeitungsprotokolls. Empirisch ist die individuelle Fähigkeit zum Erstellen von Erarbeitungsprotokollen allerdings nur wenig erforscht. Ziel des Forschungsprojektes war es deshalb, einen Prototyp eines Messinstruments zur Erfassung der individuellen Protokollierfähigkeit zu entwickeln. Das Messinstrument beruht L. Engl () · B.

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