In this article, we contextualize and discuss an
on-line contribution to this special issue in which a video-recorded lecture
demonstrates the teaching of an abstract mathematical concept, namely regression to the mean. We first motivate
the pertinence of this example from the perspective of embodied cognition. Then,
we identify mechanisms of teaching that reflect embodied cognitive practices,
such as the concreteness fading approach. Rather than a comprehensive review of
multiple extensive literatures, this article provides the interested reader
with several sources or entries into those literatures.
This paper was accepted for publication in the journal Psychological Research and the definitive published version is available at https://doi.org/10.1007/s00426-021-01577-4