Leveraging visual perceptual cues in mathematics cognition and learning: What do we know and what’s next? [Author Accepted Manuscript]

Research has shown that mathematical reasoning is influenced by our perceptual processes (how we notice and process information). However, the effects of visual perceptual cues on students’ mathematical performance have mainly been studied in brief, experimental settings or adult populations, limiting our ability to draw conclusions or implications for educational practice. Here, we provide an overview of how different types of visual perceptual cues affect students’ problem-solving performance. We then synthesize recent research developments which motivate targeted research for translation to practice. Three priorities for future research stand out: 1) designing, testing, and implementing materials that support long-term learning, (2) uncovering the mechanistic pathways between perceptual cues, performance, and learning, and (3) exploring how these pathways shift developmentally and across students. By pursuing these avenues of research, we may be able to leverage perceptual cues as effective, low-cost, adaptable supports in classroom practice and technologies.