This article discusses two mechanisms through which understanding static mathematical concepts (basic and more advanced mathematical concepts) in terms of fictive motions or motion events enhance our understanding of these concepts. It is suggested that at least two mechanisms are involved in this enhancing process. The first mechanism enables us to employ both the motor system and the visual system as two contributing cognitive resources to process the static concept. When one representation of a mathematical concept is transformed into another representation, there is a shift in the mode of processing. This shift facilitates the process of employing new cognitive resources such as the motor and visual systems. The second mechanism, which is a special form of mental simulation, enables us to simulate the process of formation of the static concept, which, in turn, makes it easier for us to understand the structure and properties of the static concept.