This paper reports on exploratory research into visual imagery in the learning of early mathematics. It aims to present a theoretical position in relation to perceptual perspectives of visual imagery. Students' visual imagery is explored in one example of a teacher's use of a protocol to encourage students to replicate dot patterns. This example indicated that some students were unable to accurately replicate the spatial and numerical features of the dot patterns. "Discernment" and "determinism" are considered as key elements impacting on the students' imagery, and consideration is given to a focus on these key elements in future research on the use of visual representations in the mathematics classroom.