"The Journal of the Learning Sciences" has devoted this special issue to the study of embodied cognition (as it applies to mathematics), a topic that for several decades has gained attention in the cognitive sciences and in mathematics education, in particular. In this commentary, the author aims to address crucial questions in embodied mathematical cognition: How is mathematics cognition embodied? What is the bodily engagement in mathematics learning? What are the bodily bases of the conceptual system one uses to think mathematically? These deep and intriguing questions invoke complex cognitive phenomena such as learning, thinking, conceptual systems, bodily experience, notation systems, and mathematics.