coins without numbers | keep the change?

I like the new designs for our sterling coins. Bold, graphic and aesthetically pleasing. However, I made the mistake of becoming so sucked in by the aesthetic that I became blind to one hugely glaring omission which, by its absence, has altered the ability of these coins to function as expected and, therefore, my view of them as designed objects. These coins bear no numeric value, only text to denote the worth of the object.

One of the most fundamental rules of design is that form follows function. Making it look great is second to making it work as it’s supposed to and how it’s expected to. But it says on the coin what it’s value is, I hear some say. The designs exceeded our expectations, others say. True, but without the number, it’s cancelled out the glee harvested from the aesthetic and has failed to meet our expectations at the functional level.

Non-speakers of English or those who have difficulty reading. Children. People with poor vision. All can be affected when the numbers are omitted and the text is tiny.

Numbers are defined not only by words but they own their distinct numeric symbol. Numbers are a core to basic learning and form grounds for many subjects. Science requires sound numeracy. Art and design are indeterminably linked to mathematics. Learning numeric systems, order and symbols are the starting point to start to unlock these skills.

Primary school introduced me to counting and number systems via single or sets of small wooden blocks – the single blocks were always targets often being swallowed, occasionally inserted up various pupils’ 5 year-old nostrils and sometimes counted. Along with these units came the skill of associating the number depicted with its corresponding numeric symbol and name and developing the ability to recall and record this. Then there was the little plastic till, with its pop-numbers and drawer crammed full or plastic coin treasure. Coins with numeric values on them. Learning to associate coins, their values and how these related to each other. Addition, subtraction, multiplication and division all being considered in relation to the visual cue the numeric symbols provided. The coin is not only an object to facilitate a transaction, but a piece of information in itself.

Children should be equipped with a knowledge of coins and an ability to handle the currency with confidence. By associating the numeric value with the size, shape and colour of the coin, this helps to reinforce the actual function of it and assists basic counting skills and simple sums. By taking away the numeric value, children are then automatically forced to start with a word and then try to rapidly mentally convert these to a useable numeric format for mental arithmetic. Can you remember the last time you used words instead of numbers when totting figures up whether in your mind or on paper? Try it: thirteen x seven. Not so easy, is it?

It’s hard enough for anyone with normal numeracy ability to force the format jump before applying the usual techniques, but those who have difficulty with numeric skills are placed at an even greater disadvantage. By having an additional barrier placed in their way, the already challenging task is made even more difficult and frustrating.

My own personal view is that people should be able to recognise currency with both text and numerically symbolic visual elements. One enforces and informs the other and serves to clarify the value and remove ambiguity. Removing numeric characters from the monetary system could result, at the extreme, to a new phase of bank statement design where your monthly statement reads like a dictionary.

Numbers aren’t everyone’s cup of tea, but there has to be room within the design of communicative objects to utilise them appropriately and, in the case of the humble coin, that the functionality of the object prevails. Many people have opinions about this, and I’d be interested to see what your take on the subject is. Feel free to leave your tuppence worth in the comments.