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The present paper responds to a frequent phenomenon of ‘sad affects’ that student-teachers experience when they confront a refuse in doing mathematics with young children of diverse abilities or cultural backgrounds as a logic of ‘proper’. Whilst this ‘proper’ denies mathematics as appropriate for certain categories of children on a view of mathematics as a ‘norm’ of austere rationality, at the same time, it fails to recognize mathematics as a potential affective, sensual and material encounter in-between diverse bodies. The study responds to experiences of ‘sad affects’ by a return to the mathematical body as bodying through creative choreographic propositions introduced by the work of Erin Manning and Brian Massumi. Based on the project maths moves me: maths moves with me, the paper discusses how student-teachers’ bodying with children, mathematics and diversity in classroom activity as ‘fearful feeling’ can become co-composed as choreographic thinking. In this, student-teachers ‘sad affects’ are reconsidered by returning to body through the notion of bodying inspired by the work of Erin Manning and Brian Massumi and discusses the affirmative potential of their body’s capacity to act with early year mathematics in classroom diversity. The study unfolds the bodying of mathematics and children first, as classroom activity and, then, as choreographic proposition where the thinking of body co-composes body-movement with mathematics. It argues that working with student-teachers’ affects through bodying can be a minor gesture of an affirmative politics that opens up mathematical thinking in movement with the other. The paper is organized along six sections. Following the introduction, the second section considers research on embodiment in mathematics education, cultural approaches of the body, as well as, the notion of body as affective bodying. The third section describes the study setting, whilst the fourth and fifth analyze bodying as the mathematics of ‘area’ in classroom activity and in choreographic proposition. The paper argues how an affective bodying of mathematical concepts in a body-world relation affords an affirmative politics in early childhood mathematics teacher education as a minor gesture that troubles the prevailing distribution of sensible ‘norms’ of mathematical activity
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