Abstract
One method that primary mathematics textbooks currently use to communicate mathematical concepts to children is dynamic drawings in conjunction with written numeral statements. These dynamic illustrations may be either single pictures or sequences of pictures with motion portrayed by use of postural cues (e.g., picturing legs of the characters in a state of nonequilibrium) or conventional cues (e.g., using lines, vibration marks, or clouds of dust about the characters). In a previous study, Campbell (1978) noted that initially viewing and interpreting sequences provided first-grade students with a learning experience that significantly affected their interpretation of single pictures; however, the overall analysis concerning the effect of the number of pictures yielded differing results.
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