Learning mathematical concepts and procedures typically requires extended cognitive effort, presenting a challenge for many children. People can make tracing actions with the index finger, as well as mimic another's movements, with little or no conscious effort. From the perspective of cognitive load theory, such biologically primary actions may facilitate learning biologically secondary concepts and skills requiring extensive cognitive effort, such as mathematics. The present study investigated effects on learning processes and outcomes of students mimicking a teacher's tracing actions from the perspective of an evolutionarily informed cognitive load theory. One hundred and thirteen Grade Two children learned about number lines, either observing a teacher tracing out elements of worked examples with her index finger, or mimicking the teacher's tracing actions with their own index finger. In accord with hypotheses, results indicated enhanced performance due to mimicking on cognitive load, motivation, and post-test performance. Directions for future research are discussed.