Campbell, P. F. (1979). Artistic motion cues, number of pictures, and first-grade children's interpretation of mathematics textbook pictures. Journal for Research in Mathematics Education, 148-153.

(Introduction.) 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). (...)

The purpose of this study was to investigate the effect of the type of artistic cue (postural or conventional) used to portray motion, and the number of pictures (single or sequence of three pictures) used to depict an event on first-grade children's interpretation of mathematical textbook-type illustrations. (...)