The printed Elements in the sixteenth century presented more practical and functional diagrams than those of previous manuscripts. Whereas conventional diagrams were limited to implementing the description of the text, the new diagrams introduced more concise constructions and visual auxiliaries. This change toward more practical and functional diagrams reflects the increased emphasis on the pedagogical value of the diagram. As is evident from the compass arcs upon the diagram, readers of the Elements were invited to draw their own diagrams, deviating from tradition and also from the text. Also, the increased visual auxiliaries such as correspondence markers, dotted lines, and stereoscopic presentations enabled the reader to read diagrams more easily. This backdrop of increased engagement with the diagram made it easier for mathematical novices (tyrones) to learn the Elements. These tool-based and auxiliaries-laden diagrams were more effective for teaching beginners than the earlier, less-functional diagrams. This paper explores the function of these new visual vocabularies and how they were circulated. This survey comprises a brief history of how diagrams began to have their say.

中文翻译：

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让图表说话：欧几里得元素印刷图中的罗盘弧和视觉辅助

与以前的手稿相比，16 世纪印刷的元素提供了更实用和功能性的图表。传统图表仅限于实现文本的描述，而新图表引入了更简洁的结构和视觉辅助。这种向更实用和功能性图表的变化反映了对图表教学价值的日益重视。从图表上的罗盘弧可以明显看出，Elements 的读者被邀请绘制自己的图表，与传统和文本背道而驰。此外，增加了对应标记、虚线和立体演示等视觉辅助工具，使读者能够更轻松地阅读图表。这种对图表越来越多的参与的背景使数学新手（tyrones）更容易学习元素。这些基于工具和辅助工具的图表比早期的功能较少的图表对初学者的教学更有效。本文探讨了这些新的视觉词汇的功能以及它们是如何传播的。这项调查包括图表如何开始有发言权的简史。