摘要: An historical overview is presented of relevant research on spatial abilities and visual imagery but the issues related to visuospatial reasoning highlighted by national school test performance show dilemma mathematics education faces. The importance illustrated examples reference important fields such as geography, science, mathematics. A preliminary definition provided which covers a wide range mental activities physical representations under umbrella reasoning. Its for geometry learning established before arguing need extend our understanding looking at critical place-based Indigenous cultures. Subsequently, diagrammatic summary how ecocultural contexts influence identity self-regulated learner whose (including reasoning), goals, self-evaluations surrounded affective characteristics impact responsiveness resulting in an mathematical identity. This chapter acts introductory book presents challenges that are addressed each moving Chap. 2.
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