The paper argues that a relationship between visualization and mathematical problem solving ability exists. Research suggests that visual imagery leads to increased understanding of mathematical concepts at both the primary and secondary levels. Mathematical potential is not necessarily "born." Potential can be created in the least likely students if teachers accept that art has its place in the craft of mathematics. A multi-modal approach to instruction is both a logical and viable alternative to the established methods that have limited students and teachers alike. An integrated approach to teaching mathematics that includes pictorial journal writing or note taking generates an opening for creative expression. The teaching of mathematics offers many opportunities for imaginative and original style with equally distinct and productive results. (Contains 23 references.) (MM)