There is compelling evidence that imagery plays a significant role in mathematical reasoning. For example, a young child may add 7 + 5 by mentally "moving" 1 from the 7 to the 5 to form 6 + 6, a known double. Or a child might determine how many one-inch cubes there are in a rectangular solid 3" by 3" by 4" by visualizing the solid as composed of three layers. Whether working in a numerical or geometric context, when students are engaged in meaningful mathematics rather than rote computation, it is quite likely they will be using some form of imagery.  Click here for the whole document.  

Mental Imagery Activities

A Decimal Line:

Close eyes – see a line segment (or a line where you can see both ends) – place a zero at one end and a number of your own choice at the other end – make a mark on your line -  put the number you think should be on the mark.

Open eyes – draw your line and mark the three numbers.

Select examples and discuss with the class (group).

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Quick Draw

Quick Draw is an engaging mathematical activity that helps students develop their mental imagery. A figure such as the one shown below is presented briefly to students. They are asked to "Draw what you saw." When students have drawn their figure, give them a second look. Finally, uncover the figure and ask students to describe what they saw. Encourage a wide range of interpretations.

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Exploring Mental Imagery

I use the term mental imagery to refer to anything and everything that happens inside you when you are thinking, planning, considering, and reflecting. For some it may be predominantly visual, for others predominantly verbal, and for others predominantly visceral; for most there will be elements of all of these.

The power to imagine is perhaps the most important and fundamental of all the many powers which children possess when they come to school, indeed when they emerge from the womb. In particular, it forms a world which lies between the outer world of material objects, and the outer world of abstract symbols. The issue here is how we can exploit that power to the full. My aim is to illustrate different ways in which imagery and imagination can be used effectively in the mathematics classroom and in preparation for lessons.

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