ABSTRACT
Recent results in the theory of embodied cognition have shown the importance of the cognitive science applied to mathematics, along with ancient and recent interesting discussions and problems related both with mathematics and philosophy. We recognize this importance and try to analyze the components of embodied cognition in mathematics education research. The novelty of this approach has been so introduced by Lakoff and Núñez in their book (2000):
The brain and body co-evolved so that the brain could make the body function optimally. Most of the brain is devoted to vision, motion, spatial understanding, interpersonal interaction, coordination, emotions, language, and everyday reasoning. Human concepts and human language are not random or arbitrary; they are highly structured and limited, because of the limits and structure of the brain, the body, and the world.
