Campbell, P. F. (1978). Textbook pictures and first-grade children's perception of mathematical relationships. Journal for Research in Mathematics Education, 368-374.

(Conclusions.) This study indicates that first-grade children are able to interpret the increased pictorial complexity of stylistic pictures without any adverse effect on their ability to abstract mathematical relationships, since no significant difference in either the story responses or the number-sentence responses due to drawing style was noted. It is suggested that the use of both types of illustrations within primary school mathematics textbooks or teaching materials may provide variety without adversely affecting understanding.

Initially viewing and interpreting sequences provided children with a learning experience that significantly affected their interpretation of single pictures. This suggests that first-grade children are able to transfer the precedent for assimilating characters and perceiving motion gained by interpreting sequences to the more static portrayal offered by a single picture. Illustrated sequences should be presented within primary mathematics textbooks, and they should be presented prior to single pictures.

An analysis of the effect due to the number of pictures yielded differing results. Further research comparing first-grade children's interpretation of single pictures with their interpretation of sequences is needed before conclusions concerning the effect of the number pictures may be offered.

No evidence of an educationally significant correlation between number-sentence scores and either story-response scores or KeyMath scores was noted. In order to assimilate the characteristics of a picture and to represent symbolically the depicted mathematical relationship with a number sentence, a first-grade child must interpret the disjoint sets as distinct parts that together form a whole, a total set. Perhaps a measure of the subjects' cognitive development in terms of the Piagetian conservation tests would suggest a relation to picture-interpretation skills not noted by the KeyMath test.