Mathematical Idea Analysis: What Embodied Cognitive Science Can Say about the Human Nature of Mathematics.

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Metaphors and Models in Translation Between College and Workplace Mathematics (2007, methodology): “This time-line model is a special case of the number-line model that Lakoff and Nunez (2000) analysed and related to the grounding metaphors of arithmetic.”
Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization (2003, background): “Although I consider the path followed by Núñez (2000) and Lakoff and Núñez (2000) rather enlightening, I want to emphasize that the students’ embodiment of experience, as I take it here, is not seen as resulting from a biological origin.”
Students' Conceptions of a Mathematical Definition (2005, background): “Thus, they are likely to conceptualize the technical mathematical concept of a square, for example, making use of their everyday concept of a square (Núñez, 2000), which appears without its diagonals.”
Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions (2010, unknown): “Following Lakoff and Johnson (1980) and Lakoff and Núñez (2000), we consider that the metaphorical projection is the main cognitive mechanism that enables abstract mathematical entities to be structured by means of bodily experiences.”