Theory and practice of designing embodied mathematics learning: Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1

Different approaches to embodied learning—conceptual learning of curricular
content grounded in a new capacity for enacting forms of purposeful physical
movement in interaction with the environment—have become increasingly central
to mathematics-education research. This research forum provides participants
with an up-to-date overview of diverse and complementary theoretical perspectives
on embodied learning, principles derived from these perspectives governing the
design of environments for learning various mathematical content, and
demonstrations thereof. We speculate on promising directions for future embodied
design research.