Towards an embodied cognition-based approach to teaching mathematics: a research project for the integration of generative ontology, enactive cognition and enabling pedagogy

This study explores the potential of an embodied cognition-based approach to mathematics teaching, integrating principles of enactivism, autopoiesis, and inclusive pedagogy. Starting from the assumption that mathematical learning is a situated, relational and embodied process, the research aims to bridge the gap between theoretical frameworks, classroom practices and educational policies. Through a design-based and participatory methodology, the project develops and tests inclusive learning environments grounded in sensorimotor activities, multimodal interaction and the conscious use of language. The study seeks to provide empirical evidence on how embodied approaches can enhance accessibility, engagement and participation, contributing to the development of innovative and equitable teaching practices.