Embodied cognition is growing in theoretical importance and as driving a set of design principles for curriculum activities and technology innovations for mathematics education. The central aim of the EMIC (Embodied Mathematical Imagination and Cognition) Working Group is to connect with inspired colleagues in this growing community of discourse around theoretical, technological, and methodological developments to advance the study of embodied cognition for mathematics education. Our thriving, informed, and interconnected community of scholars organized around embodied mathematical cognition will continue to broaden the range of activities, practices, and emerging technologies that contribute to mathematics teaching and learning as well as to research on theses phenomena. This year's proposed EMIC working group builds upon our prior working groups with a specific focus on collaboratively creating embodied activities for mathematics learning that utilize different types of physicality, from full-body to gestural movements. In particular, we aim to develop and evaluate novel activities that apply principles of embodied cognition to foster mathematics learning through engaging in the enactment of carefully crafted movement. Our ongoing goal is to connect researchers and educators as we all create activities which can be implemented in mathematics classrooms. [For the complete proceedings, see ED606556.]