Clark, A. (1997). Being there: Putting brain, body, and world together again. Cambridge, MA: MIT Press.
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489-1522.
Johnson, M. (1987). The body in the mind: The bodily basis of meaning, imagination, and reason. Chicago: University of Chicago Press.
Lakoff, G. & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. New York: Basic Books.
Maturana, H. & Varela, F. (1987). The tree of knowledge: The biological roots of human understanding, Boston, New Science Library.
Varela, F., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge: MIT Press.

Cognitive Linguistics: Metaphors, Conceptual Blends, etc.

Fauconnier, G. & Turner, M. (2002). The way we think: Conceptual blending and the mind's hidden complexities. New York: Basic Books.
Lakoff, G. (1987). Women, fire and dangerous things: What categories reveal about the mind. Chicago: University of Chicago Press.
Lakoff, G. & Johnson, M. (1980). Metaphors we live by, Chicago, University of Chicago Press.
Lee, D. (2001). Cognitive linguistics: An introduction. Oxford: Oxford University Press.
Presmeg, N. C. (1992). Review: M. Johnson, “The body in the mind: The bodily basis of meaning, imagination and reason.’ Educational Studies in Mathematics, 23,(3), 307-314.
Presmeg, N. C. (1992). Prototypes, metaphors, metonymies and imaginative rationality in high school mathematics. Educational Studies in Mathematics, 23(6), 595-610.
Presmeg, N. C. (1997). Reasoning with metaphors and metonymies in mathematics learning. In L. D. English (Ed.), Mathematical reasoning: Analogies, metaphors and images (pp. 267-279). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Presmeg, N. C. (1998). Metaphoric and metonymic signification in mathematics. Journal of Mathematical Behavior, 17(1), 25-32.
Presmeg, N. C. (2001). Mathematical idea analysis: A science of embodied mathematics. Review of the book by G. Lakoff & R. Núñez, ‘Where mathematics comes from.’ Journal for Research in Mathematics Education 32(5), 59-63.
Presmeg, N. C. & Bergner, J. (2002). Cognitive elements of students’ use of metaphors in a college geometry class. In D. S. Mewborn, P Sztajn, H. G. Wiegel, R. L. Bryant, & Nooney, K. (Eds.), Proceedings of the 24th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 755-766. Columbus, Ohio: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Presmeg, N. C. (2004). Use of personal metaphors in the learning of mathematics (Plenary paper). Electronic Proceedings of Topic Study Group 25: Language and Communication in Mathematics Education, 10th International Congress on Mathematical Education, Copenhagen, July 4-11, 2004, pp. 1-12.
URL: http://www.icme-10.dk/programme/tsg25/
Presmeg, N. C. (2005). Metaphor and metonymy in processes of semiosis in mathematics education. In M. Hoffmann, J. Lenhard, & F. Seeger (Eds.), Activity and sign: Grounding mathematics educationpp. 105-115. New York: Springer.

Gesture (general)

Alibali, M.W., Young, A.J. & Kita, S. (2000). Gesture and the process of speech production: We think, therefore we gesture. Language and Cognitive Processes, 15 (6), 593-613.
Goldin-Meadow, S. (2003). Hearing gestures. Cambridge, MA: Harvard Univ. Press.
McNeill, D. (1992), Hand and mind: What gestures reveal about thought, Chicago: The University of Chicago Press.
McNeill, D. (Ed.) (2000). Language and gesture. Cambridge: Univ. of Cambridge Press.
McNeill, D. (2005). Gesture and thought. Chicago: The University of Chicago Press.
Roth, W-M. (2002). From action to discourse: The bridging function of gestures. Journal of Cognitive Systems Research, 3, 535-554.
Roth, W-M. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71, 365-392.
Roth W-M. & Lawless D. (2002), Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts, Learning and Instruction 12, 285–30

Cognitive science and mathematics

Butterworth, B. (1999). What counts: How every brain is hardwired for math. New York:
Dehaene (1997). The number sense: How the mind creates mathematics. Oxford: Oxford University Press

Mathematics, embodiment & cognitive linguistics

Edwards, L.D. (2007). Gesture and mathematical talk. Report at the International Group for Gesture Studies Conference, Evanston, IL.
English. L.D. (Ed.) (2000). Mathematical reasoning: Analogies, metaphors, and images. Mahwah, NJ: Erlabaum.
Lakoff, G. & Nùnez, R. (2000). Where mathematics comes from: how the embodied mind brings mathematics into being, Basic Books, New York.
Nemirovsky, R. & Borba, M. (2003) Perceptual-motor activity and imagination in mathematics learning. In Pateman, N., Dougherty, B. & Zilliox, J. (Eds). Proceedings of the 27Th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Honolulu, HI: University of Hawaii.
Nemirovsky, R., Tierney, C. & Wright, T. (1998). Body motion and graphing. Cognition and Instruction, 16(2), 119-172.
Núñez, R. (2000). Mathematical idea analysis: What embodied cognitive science can say about the human nature of mathematics. Proceedings of the 24th International Conference for the Psychology of Mathematics Education, Vol 1. 1, pp. 3–22. Hiroshima, Japan
Núñez, R. (2004). Do real numbers really move? Language, thought, and gesture: The embodied cognitive foundations of mathematics. Reprinted in R. Hersh (Ed.), 18 Unconventional Essays on the Nature of Mathematics (pp. 160-181). New York: Springer.
Nuñéz, R.E, Edwards, L.D., & Matos, J.F. (1999). Embodied cognition as grounding for situatedness and context in mathematics education. Educational Studies in Mathematics, 39(1-3), 45-65.

Mathematics & gesture

Alibali, M. & diRusso, A. (1999) The function of gesture in learning to count: More than keeping track. Cognitive Development, 14. 37-56.
Goldin-Meadow, S., Kim, S. & Singer, M. (1999). What the teacher's hands tell the student's mind about math. Journal of Educational Psychology, 91(4).720-730.
Edwards, L.D. (2007). Gesture and mathematical talk. Report at the International Group for Gesture Studies Conference, Evanston, IL.Graham, T. (1999). The role of gesture in children’s learning to count. Journal of Experimental Child Psychology, 74. 333-355.
Núñez R. (2004). Embodied cognition and the nature of mathematics: Language, gesture, and abstraction. In K. Forbus, D. Gentner, and T. Regier (Eds.) Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 36-37). Mahwah, NJ: Lawrence Erlbaum Associates.

## Embodied Cognition (general)

Clark, A. (1997). Being there: Putting brain, body, and world together again. Cambridge, MA: MIT Press.Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489-1522.

Johnson, M. (1987). The body in the mind: The bodily basis of meaning, imagination, and reason. Chicago: University of Chicago Press.

Lakoff, G. & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. New York: Basic Books.

Maturana, H. & Varela, F. (1987). The tree of knowledge: The biological roots of human understanding, Boston, New Science Library.

Varela, F., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge: MIT Press.

## Cognitive Linguistics: Metaphors, Conceptual Blends, etc.

Fauconnier, G. & Turner, M. (2002). The way we think: Conceptual blending and the mind's hidden complexities. New York: Basic Books.Lakoff, G. (1987). Women, fire and dangerous things: What categories reveal about the mind. Chicago: University of Chicago Press.

Lakoff, G. & Johnson, M. (1980). Metaphors we live by, Chicago, University of Chicago Press.

Lee, D. (2001). Cognitive linguistics: An introduction. Oxford: Oxford University Press.

Presmeg, N. C. (1992). Review: M. Johnson, “The body in the mind: The bodily basis of meaning, imagination and reason.’

Educational Studies in Mathematics, 23,(3), 307-314.Presmeg, N. C. (1992). Prototypes, metaphors, metonymies and imaginative rationality in high school mathematics.

Educational Studies in Mathematics, 23(6), 595-610.Presmeg, N. C. (1997). Reasoning with metaphors and metonymies in mathematics learning. In L. D. English (Ed.),

Mathematical reasoning: Analogies, metaphors and images(pp. 267-279). Mahwah, New Jersey: Lawrence Erlbaum Associates.Presmeg, N. C. (1998). Metaphoric and metonymic signification in mathematics.

Journal of Mathematical Behavior, 17(1), 25-32.Presmeg, N. C. (2001). Mathematical idea analysis: A science of embodied mathematics. Review of the book by G. Lakoff & R. Núñez, ‘Where mathematics comes from.’

Journal for Research in Mathematics Education32(5), 59-63.Presmeg, N. C. & Bergner, J. (2002). Cognitive elements of students’ use of metaphors in a college geometry class. In D. S. Mewborn, P Sztajn, H. G. Wiegel, R. L. Bryant, & Nooney, K. (Eds.),

Proceedings of the 24th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 755-766. Columbus, Ohio: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.Presmeg, N. C. (2004). Use of personal metaphors in the learning of mathematics (Plenary paper).

Electronic Proceedings of Topic Study Group 25: Language and Communication in Mathematics Education, 10th International Congress on Mathematical Education, Copenhagen, July 4-11, 2004, pp. 1-12.URL: http://www.icme-10.dk/programme/tsg25/

Presmeg, N. C. (2005). Metaphor and metonymy in processes of semiosis in mathematics education. In M. Hoffmann, J. Lenhard, & F. Seeger (Eds.),

Activity and sign: Grounding mathematics educationpp. 105-115.New York: Springer.## Gesture (general)

Alibali, M.W., Young, A.J. & Kita, S. (2000). Gesture and the process of speech production: We think, therefore we gesture. Language and Cognitive Processes, 15 (6), 593-613.Goldin-Meadow, S. (2003). Hearing gestures. Cambridge, MA: Harvard Univ. Press.

McNeill, D. (1992), Hand and mind: What gestures reveal about thought, Chicago: The University of Chicago Press.

McNeill, D. (Ed.) (2000). Language and gesture. Cambridge: Univ. of Cambridge Press.

McNeill, D. (2005). Gesture and thought. Chicago: The University of Chicago Press.

Roth, W-M. (2002). From action to discourse: The bridging function of gestures. Journal of Cognitive Systems Research, 3, 535-554.

Roth, W-M. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71, 365-392.

Roth W-M. & Lawless D. (2002), Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts, Learning and Instruction 12, 285–30

## Cognitive science and mathematics

Butterworth, B. (1999). What counts: How every brain is hardwired for math. New York:Dehaene (1997). The number sense: How the mind creates mathematics. Oxford: Oxford University Press

## Mathematics, embodiment & cognitive linguistics

Edwards, L.D. (2007). Gesture and mathematical talk. Report at the International Group for Gesture Studies Conference, Evanston, IL.English. L.D. (Ed.) (2000). Mathematical reasoning: Analogies, metaphors, and images. Mahwah, NJ: Erlabaum.

Lakoff, G. & Nùnez, R. (2000). Where mathematics comes from: how the embodied mind brings mathematics into being, Basic Books, New York.

Nemirovsky, R. & Borba, M. (2003) Perceptual-motor activity and imagination in mathematics learning. In Pateman, N., Dougherty, B. & Zilliox, J. (Eds). Proceedings of the 27Th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Honolulu, HI: University of Hawaii.

Nemirovsky, R., Tierney, C. & Wright, T. (1998). Body motion and graphing. Cognition and Instruction, 16(2), 119-172.

Núñez, R. (2000). Mathematical idea analysis: What embodied cognitive science can say about the human nature of mathematics. Proceedings of the 24th International Conference for the Psychology of Mathematics Education, Vol 1. 1, pp. 3–22. Hiroshima, Japan

Núñez, R. (2004). Do real numbers really move? Language, thought, and gesture: The embodied cognitive foundations of mathematics. Reprinted in R. Hersh (Ed.), 18 Unconventional Essays on the Nature of Mathematics (pp. 160-181). New York: Springer.

Nuñéz, R.E, Edwards, L.D., & Matos, J.F. (1999). Embodied cognition as grounding for situatedness and context in mathematics education. Educational Studies in Mathematics, 39(1-3), 45-65.

## Mathematics & gesture

Alibali, M. & diRusso, A. (1999) The function of gesture in learning to count: More than keeping track. Cognitive Development, 14. 37-56.Goldin-Meadow, S., Kim, S. & Singer, M. (1999). What the teacher's hands tell the student's mind about math. Journal of Educational Psychology, 91(4).720-730.

Edwards, L.D. (2007). Gesture and mathematical talk. Report at the International Group for Gesture Studies Conference, Evanston, IL.Graham, T. (1999). The role of gesture in children’s learning to count. Journal of Experimental Child Psychology, 74. 333-355.

Núñez R. (2004). Embodied cognition and the nature of mathematics: Language, gesture, and abstraction. In K. Forbus, D. Gentner, and T. Regier (Eds.) Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 36-37). Mahwah, NJ: Lawrence Erlbaum Associates.

## Mathematics & semiotics

Lemke, J. Mathematics in the middle:. Measure, picture, gesture, sign, and word.http://www-personal.umich.edu/%7Ejaylemke/papers/myrdene.htm