The Role of Pictures in First Grade Children's Perception of Mathematical Relationships

Résumé du livre

"This study investigated whether there is a relationship between first grade children's ability to tell a story about a dynamic picture or a sequence of three dynamic pictures and their ability to describe the picture(s) by a number sequence. The artistic variables characterizing the pictures were controlled so as to provide information concerning which types of illustrations best facilitated interpretation of the pictures and perception of mathematical relationships. An 8 x 2 design allowed analysis of the effects of the form of the drawing, the number of pictures, and the response condition. Ninety-six first grade children were individually tested using an instrument designed by the investigator. Statistical analysis revealed that neither drawing style nor the number of pictures had a significant effect on either the level of assimilation within the stories, the perception of motion, or the number sentence responses. Analysis of the response condition revealed a significant difference favoring the force condition on number sentence responses. Also, initially viewing and interpreting sequences provided a learning experience to significantly effect the interpretation of single pictures"--