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.

## 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.