The workshop was on developing visualization in primary mathematics. An interesting point raised by one of the teachers is whether it was easy for students to visualize. It set me thinking and I then suggested that visualization may well has a cognitive component as well as an affective component. Another way to put it is that it has a skill component - can visualize or not - as well as a habit component - is the mind in the habit of seeing the same thing in different ways or not. Thus, can students see that 2/3 dividied by 4 is the same as 1/4 of 2/3, 1/2 of 1/3 as well as 1/6 of the whole depends both on the possession of the skill to interpret diagrams as well as the habit of being able to interpret the same diagram in different ways.