Abstract
Recent research findings are described which uncover the fact that visualisers are seriously under-represented amongst high mathematical achievers at senior high school level. Possible reasons for this phenomenon are discussed, and kinds of imagery which overcome some of the limitations of visual processing in mathematics are described.
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Presmeg, N.C. Visualisation and mathematical giftedness. Educ Stud Math 17, 297–311 (1986). https://doi.org/10.1007/BF00305075
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DOI: https://doi.org/10.1007/BF00305075