Developed in intellectual disciplines as diverse as philosophy, linguistics, robotics, kinesiology, and cognitive psychology, embodiment is a relatively new paradigm for the field of learning sciences. This entry discusses the theory of embodiment, focusing on how the theory is informing new directions of research and pedagogy in the particular domain of mathematics education. More specifically, the entry addresses an enduring research problem in the learning sciences pertaining to the role of embodied action in the learning and teaching of mathematical concepts.


Brains are material organs. Minds are another matter. The mind is grounded in the brain but extends beyond it to the body, including our hands, and beyond the body to encompass anything we work and think with—media such as pencil and paper, computational devices such ...

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