Exploring the role of visual imagery in learning mathematics

This paper reports on exploratory research into visual imagery in the learning of early mathematics. It aims to present a theoretical position in relation to perceptual perspectives of visual imagery. Students’ visual imagery is explored in one example of a teacher’s use of a protocol to encourage students to replicate dot patterns. This example indicated that some students were unable to accurately replicate the spatial and numerical features of the dot patterns. <i>Discernment</i> and <i>determinism</i> are considered as key elements impacting on the students’ imagery, and consideration is given to a focus on these key elements in future research on the use of visual representations in the mathematics classroom.