The importance of mathematical visual images is indicated by the introductory paragraph in the Statistics and Probability content strand of the Australian Curriculum, which draws attention to the importance of learners developing skills to analyse and draw inferences from data and "represent, summarise and interpret data and undertake purposeful investigations involving the collection and interpretation of data" (Australian Curriculum Assessment and Reporting Authority [ACARA], 2011, para. 6). It also indicates the importance of learners developing abilities to critically analyse statistical information. Teachers cannot assume student knowledge of the different semiotics systems in the subject. In order to enhance learning and to cater for needs of diverse student groups, it is the responsibility of mathematics teachers to focus some teaching on this area of mathematics. This should be seen as part of the teaching of mathematics, not an extra that will take time away from the day to day teaching of the subject. In this paper, literacy pedagogies to scaffold the teaching and learning of mathematical visual images are considered. Further pedagogies to aid the establishment of links between different representations are described. The pedagogies are based upon their previous use in literacy and/or mathematics classrooms.