The Effect of Cognitive Relevance of Directed Actions on Mathematical Reasoning.

Theories of grounded and embodied cognition offer a range of accounts of how reasoning and body-based processes are related to each other. To advance theories of grounded and embodied cognition, we explore the cognitive relevance of particular body states to associated math concepts. We test competing models of action-cognition transduction to investigate the cognitive relevance of directed actions to students' mathematical reasoning in the area of geometry.