This ethnographic study investigates the emotional experiences and positive relationships within a high school Algebra 2 classroom, focusing on how these dynamics influence students' engagement in mathematics. Using Vea's (2020) framework of emotional configurations and guided emotion participation, along with CASEL's Social-Emotional Learning (SEL) principles, this research explores mathematics as an emotional and social practice. Over five months, I conducted classroom observations, recorded interactions, and took detailed field notes to capture both verbal and non-verbal expressions of student engagement and emotion. The study reveals that emotions and relationships are central to students' mathematical experiences, significantly shaping their participation and identities as mathematicians. Key findings introduce the concept of Mathematics Guided Emotion Participation (MGEP), a pedagogical model that incorporates emotional experiences into math learning as a deliberate and supportive process. MGEP emphasizes fostering a classroom culture that integrates emotional and relational factors with mathematical content, promoting both cognitive and social engagement. The study suggests that a holistic, emotionally attuned approach to teaching math can improve student participation, foster resilience, and cultivate a positive disposition toward the subject. These insights provide new pathways for educators to create inclusive, emotionally supportive math classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]