Abstract

Multimedia learning of mathematics encompasses learning from instructional material – both paper- and computer-based – that combine words and pictures in the domain of mathematics. This chapter explores our current state of knowledge about this topic and is based solely on research utilizing rigorous, evidence-based methods. It also outlines several limitations associated with the research conducted to date as well as the implications of this research for cognitive theory and instructional design. Finally, the chapter concludes by proposing several productive avenues for future research.

What Is Multimedia Learning of Mathematics?

In general, multimedia learning entails learning from words and pictures (Mayer, 2001). More specifically, multimedia learning occurs when learners build coherent mental representations from instructional material containing words and pictures. According to this paradigm, words – or the verbal form of the instructional material – can be either printed or spoken, while pictures – or the pictorial form of instructional material – can encompass static graphics, such as illustrations, graphs, photos, maps, or dynamic graphics, such as animation or video.

Clearly, multimedia learning is applicable across a wide range of domains. Of particular interest is the burgeoning area of the research literature that examines multimedia learning in the domain of mathematics. Specifically, the focus of the chapter is on multimedia learning of mathematics, which entails learning in the domain mathematics from both pencil/paper and computer-based instructional material leveraging both words and pictures.