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We investigated the effect of two visual aids in representational illustrations on pupils’ realistic word problem solving. In part 1 of our study, 288 elementary school pupils received an individual paper-and-pencil task with seven problematic items (P-items) in which realistic considerations need to be made to come to an appropriate reaction. These items were presented together either with representational illustrations, representational illustrations in which an element was added to make the realistic modelling complexity more apparent, or representational illustrations in which this element was cued. In part 2, the pupils received the same P-items together with a realistic and a non-realistic answer option, with the request to choose the best answer. The findings show that there was no positive effect of the visual aids on the number of realistic reactions in part 1 and that when reviewing possible answers to P-items in part 2, there again was no positive effect.
