This paper is based on a study which explored the use of visual reasoning by successful mathematics teachers. Nationally and internationally, mathematicians have been searching for ways to improve on the ways that learners understand mathematics. Contrary to the view that mathematics is a set of formal rules that must be presented in a sequential manner, mathematics is a discourse which requires a multidimensional approach in its teaching. Visual reasoning is an indispensable tool in the teaching of mathematics. Despite the poor results in mathematics, there are still groups of very successful teachers who, despite all odds, are achieving success in their classrooms. This study examined the teaching of a group of successful mathematics teachers. The study showed a strong tendency of the participants to engage with visual reasoning in their classrooms.

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