In M. Wood, E. Turner, & M. Civil (Eds.), Sin fronteras: Questioning borders with(in) mathematics education – Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Tucson, AZ: University of Arizona.
Embodied cognition is growing in theoretical importance and as a driving set of design principles for curriculum activities and technology innovations for mathematics education. The central aim of the EMIC (Embodied Mathematical Imagination and Cognition) Working Group is to attract engaged and inspired colleagues into a growing community of discourse around theoretical, technological, and methodological developments for advancing the study of embodied cognition for mathematics education. A thriving, informed, and interconnected community of scholars organized around embodied mathematical cognition will broaden the range of activities, practices, and emerging technologies that count as mathematical. EMIC builds upon earlier investigations in both formal and informal educational and workplace settings in order to bolster and refine the theoretical underpinnings of an embodied view of mathematical thinking and teaching while also reaching educational practitioners at all levels of administration and across the lifespan.