Student learning and performance in mathematics may be associated with issues of connectivity related to curriculum content, acting together with a larger and more complex set of issues, such as those related to teacher quality and socioeconomic influences. Complex and non-linear connectivity of mathematics and other concepts, in particular, may underpin the development of mathematics expertise, and student failures may be related to inadequate development of the networks that connect these concepts. This paper investigates the scope and influence of spatiotemporal networks that may link concepts in the learning of mathematics.