HIGHLIGHTS
SUMMARY
This has been supported by the findings of some empirical studies that have provided evidence showing how learning mathematics can be enhanced through working with multiple representations (e_g, Brenner et_al, 1997; White and Pea, 2011; Boaler, 2015; Boaler et_al, 2016; Selling, 2016; Bicer, 2021a,b). The weak version of embodiment takes a broader view and holds that concepts are understood through a process in which sensorymotor, emotional, and modality-independent systems are involved (e_g, Binder and Desai, 2011; Kiefer and Pulvermüller, 2011; Meteyard et_al, 2012; Hauk and Tschentscher, 2013; Lambon-Ralph, 2013; Zwaan . . .
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