Immordino-Yang and Gotlieb provide an elegant and helpful framework that integrates neuroscientific and education research on social affective development in their article, "Embodied Brains, Social Minds, Cultural Meaning: Integrating Neuroscientific and Educational Research on Social-Affective Development." Based on previous research, they propose a biopsychosocial framework for affective processing, which connects cultural meaning, social minds, and embodied brain to the individual's physiology. The authors of this commentary find their analysis important, especially given the role of emotions in learning and educational achievement--a link that in general has been neglected so far by scientists and policymakers. This commentary focuses on the idea of embodiment and how the different level of emotional embodiment experienced by individuals might interact with cognitive embodiment. Within the cognitive domain, the authors focus on numerical cognition. [This article offers a commentary on "Embodied Brains, Social Minds, Cultural Meaning: Integrating Neuroscientific and Educational Research on Social-Affective Development" (EJ1155343).]