REPRESENTATIONAL COMPETENCE IN THE CASE OF FRACTIONS

Research Design • Grade 6 students of German grammar schools (N = 182) • Experimental group 1: self-regulated learning; prompts with high instruction-level (N = 79) • Experimental group 2: self-regulated learning; prompts with low instruction-level (N = 62) • Control group: teacher centered setting (N = 41) • Intervention: three 90 minute units on basic ideas of fractions with the same content for each group • Pre-, postand follow-up-test on basic ideas of fractions (RM-ANOVA) • Video-tasks to measure the representational competence (preand posttest, RM-ANOVA)