What could possibly be a meaningful conversation between educational researchers and movement scientists? Curiously, they have much in common. Both groups of researchers increasingly (1) appreciate the human capacity to enact perceptually guided movement as an overarching psychological model of thinking, problem-solving, and learning; (2) theorize the development of perceptual structures, including actual and imaginary percepts, as a key epistemic vehicle for solving motor-control problems; and (3) promote a view of abstract thinking as movement-grounded and movement-oriented perceptual dynamics. Probing toward theoretical synergy between these traditionally disparate fields of research, the present article is built as an interdisciplinary conversation between two researchers—of mathematics education and movement science, respectively—who become aware of their intellectual alignment, garner new insights and inspirations from each other’s work, and speculate on implications of this concordance for their fields. Future exploration into the unity of movement and cognition could enrich dialogue between manifold disciplines, with the overall goal of clarifying, developing, and integrating an interdisciplinary common foundation and framework for the benefit of education.

教育研究人员和运动科学家之间的有意义的对话可能是什么？奇怪的是，他们有很多共同点。两组研究人员越来越（1）认识到人类将感知引导的运动作为思考、解决问题和学习的总体心理模型的能力；(2) 理论化感知结构的发展，包括实际和想象的感知，作为解决运动控制问题的关键认知工具；(3) 提倡将抽象思维视为以运动为基础和以运动为导向的感知动力。探讨这些传统上不同的研究领域之间的理论协同作用，本文构建为数学教育和运动科学两位研究人员之间的跨学科对话，分别——他们意识到他们的智力一致，从彼此的工作中获得新的见解和灵感，并推测这种一致性对他们的领域的影响。未来对运动和认知统一性的探索可以丰富多学科之间的对话，总体目标是澄清、发展和整合跨学科的共同基础和框架，以造福于教育。