In E. Galindo & J. Newton (Eds.), “Synergy at the crossroads” — Proceedings of the 39th annual conference of the North-American chapter of the International Group for the Psychology of Mathematics Education (Ch. 14 [Working groups], pp. 1497-1506). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
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 our 2015 and 2016 working groups with a specific focus on examining the embodied nature of mathematical collaboration. In particular, we view collaboration as a type of crossroad that brings together people and artifacts, from which EMIC communication and activities can emerge.