This article explores the inter-relationship between the embodied processes of pattern generalisation and the visualisation of pictorial cues. A research framework is established for analysing pupils' multiple visualisations of figural cues in the context of pattern generalisation. The research framework centres on a novel combination of three theoretical ideas: enactivism, figural apprehension and the theoretical construct of knowledge objectification. The multiple complementary perspectives that constitute the framework of analysis are exemplified through a vignette which contextualises the theoretical milieu. Some initial implications for the classroom teaching of pattern generalisation are also offered.