How do children develop identifications with mathematics over time, seeing themselves as agents in their math classrooms (or not)? This ethnographic and interview study followed nine Latino/a children with and without learning dis/abilities through two years of mathematics in a high-poverty urban school. The children participated in two distinct mathematical pedagogies (discussion-based and procedural-based) that differently constructed ability and dis/ability in mathematics. Individual children constructed unique and dynamic self-understandings as math learners over time, using the cultural resources of the multiple contexts in which they participated, including positioning through language use, ethnicity, gender, and dis/ability. Children made connections between equity and discussion-based mathematics, and between procedural mathematics and fixed conceptions of mathematical ability. [For the complete proceedings, see ED584443.]