Embodied Mathematical Imagination and Cognition is an emerging theoretical framework that seeks to explain the role of people’s physical being and behavior in how they learn and teach, and how they express what they have learned during communication and assessment. Research-oriented frameworks for incorporating embodied cognition into the design of learning environments can promote mathematics learning, a core scholastic content area often regarded as particularly abstract and disembodied. Technology in these environments can provide developers and teachers with rich, real-time data from users to track engagement, support formative assessment, and target both conscious and unconscious learning processes. Interdisciplinary scholars and practitioners from education research, cognitive science, the learning sciences, developmental psychology, dance, movement science, computer science, and mathematics and science education attended a workshop. They articulated consensus statements, noted tensions, and developed recommendations for a research agenda.
Nathan, M.J., Williams-Pierce, C., Walkington, C., Abrahamson, D., Ottmar, E., Soto, H., & Alibali, M.W. (2021). Embodied Design for Mathematical Imagination and Cognition. In Rapid Community Report Series.