“It Is Like a Feeling”: Theorizing Emotion in Mathematics through Complex Embodiment

Conversations of educational equity in mathematics necessitate a more deliberate, nuanced look at the mathematical processes learning for students color from historically marginalized communities. This paper describes theoretical work research collaborative that seeks to develop understanding experiences around identity Latinas labeled with Learning Disabilities classrooms. Expanding theory Complex Embodiment Disability Studies, we explore new interdisciplinary and methodological tools analyze emotional, embodied experience social worlds classrooms, using emotional discourse. We take up practices intersectionality through analysis how power positioning operate development. find young woman whose narratives this is positioned deficit discourses disability multilingual learners, yet she understands herself positive affinity shares her mother. Over time, see shift emotionally away mathematics, as well connection Her help us perspective emotion both socially constructed.