This book develops the theoretical perspective on visuospatial reasoning in ecocultural
contexts granting insights on how the language gestures and representations of different
cultures reflect visuospatial reasoning in context. For a number of years two themes in the
field of mathematics education have run parallel with each other with only a passing
acquaintance. These two areas are the psychological perspective on visuospatial reasoning and
ecocultural perspectives on mathematics education. This volume examines both areas of research
and explores the intersection of these powerful ideas.In addition there has been a growing
interest in sociocultural aspects of education and in particular that of Indigenous education
in the field of mathematics education. There has not however been a sound analysis of how
environmental and cultural contexts impact visuospatial reasoning although it was noted as far
back as the 1980s when Alan Bishop developed his duality of visual processing and interpreting
visual information. This book provides this analysis and in so doing not only articulates new
and worthwhile lines of research but also uncovers and makes real a variety of useful
professional approaches in teaching school mathematics. With a renewed interest in visuospatial
reasoning in the mathematics education community this volume is extremely timely and adds
significantly to current literature on the topic.
