Multiple representations of a given mathematical object/concept are one of the biggest difficulties encountered by students. The aim of this study is to investigate the impact of the use of visual representations in teaching and learning algebra. In this paper, we analyze the transformations from and to visual representations that were performed by 18 students (aged between 10 and 13) in a task designed to explore a figural pattern. The data were collected from an audio recording of the class, the students' work, and the teacher's notes about each lesson. The results confirm that visual representations are important. However, visual treatments of any kind of representation are decisive, since they give students other possibilities for seeing and understanding tasks, continuity and flexibility in their activities, and the ability to make conversions between representations. The creative realization of visual treatments is necessary, and the teacher has a significant role in helping students to learn how to do this.