<![CDATA[Abstract: The low understanding of mathematical concepts among students was attributed to their limited ability to construct meaning from real-world experiences through bodily interaction. Recent studies indicated that embodied design was effective in supporting students’ development of mathematical concepts; however, no research had previously examined the application of this approach within the context of Sekolah Alam. This study aimed to investigate the alignment between embodied design principles and the philosophy as well as the pedagogical practices of Sekolah Alam, particularly in mathematics education. A qualitative approach was employed using a literature study with a narrative review method. The findings revealed that mathematics learning practices in Sekolah Alam had naturally incorporated core principles of embodied design. Principles such as the use of attentional anchors, motor coordination, and sensorimotor problem solving were present implicitly, although not yet supported by a formal theoretical framework or explicit instructional design. The potential for a systematic implementation of embodied design was substantial, given the school’s philosophy that values each child’s uniqueness and emphasizes meaningful, experience-based learning. Systematic adoption required support in the form of teacher capacity-building, the provision of embodied learning materials, and the development of a curriculum explicitly grounded in embodied theory.]]>
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