Arithmetic without reading: Children interpreting representations of part-whole relations

摘要

Educational computer use with young children involves the design of an interface where the pedagogical content should be presented nonverbally — that is, without recourse to reading. This creates certain interpretation problems. In the subject matter area of basic number concepts, questions about the number of objects flashed are suitable for nonverbal presentation, whereas nonverbal presentations of questions about additive or subtractive operations tend to be misinterpreted.