Digital technology offers many opportunities for embodied approaches to mathematics education. To investigate what is known from literature about such approaches for the case of Functional Thinking, we carried out a systematic literature review, followed by a bibliometric and an expert content analysis. We included 36 peer-reviewed articles from 1986 to 2020 in the study. As a result, we identified five research themes in the field, which are further merged into three categories labelled Embodiment not central, Pseudo embodiment and Embodiment.