Mathematics is the science of patterns and structures. To facilitate mathematical communication and processes of understanding, representations in symbols or graphics are essential. Therefore, promoting the competency of 'representation' is of great importance in mathematics education from the very beginning. In particular, representations of the mathematical structures provided verbally in text problems play a crucial role in solving these tasks. The approach of this work uses graphical representations created by children for tasks presented in text form as documents for a potential audience and utilizes them in two ways: on one hand, an analysis tool for such drawings and sketches is developed and evaluated based on theory; on the other hand, an intervention based on reflective discussions about selected children's documents is conducted.