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Because visual literacy precedes verbal literacy in human development,

learning evolves from the concrete to the abstract; visual symbols are nonverbal representations that precede verbal symbols (Sinatra, 1986).

West (1997) conveys an innovative mathematics approach whereby students “do” mathematics rather than “watch” mathematics. The technique emphasizes learning through interactive graphics without words. “The words go into an idea only after the idea has already settled in our mind”(West, p.

The literature suggests that using visual elements in teaching and learning yields positive results.

For educators, podcasting offers an opportunity to bridge the traditional classroom setting with progressive state-of-the-art technologies. There are several advantages of bringing podcasting into the classroom for lectures and student assignments. First, podcasting is an exciting and novel means for students to take a more active role in their own learning experience. As students realize their podcast assignments may be published online with potentially hundreds of listeners through free podcast directories, their attention to the quality and detail of their assignments may improve. Second, podcasting is adaptable to the students' learning needs. Students can access the material whenever and as often as they would like, thereby reinforcing critical concepts or details they may have missed in the original classroom lecture. Finally, assignments that require students to generate, edit, and publish their own podcasts reinforce critical communication skills such as writing text that will be orally presented online or in a classroom.