In this inquiry, I offer an autobiographical glimpse of my growth as a mathematics teacher educator. Being in the world with mathematics is the term I use to describe my own intersections within the discipline. Listening, collaborating, reflecting, and struggling are the intersections I have identified which allow me to describe my shift in re-imagining mathematics teaching and learning. Implications of this inquiry offer a way to open up spaces and create new spaces and new ways of thinking about mathematics instruction.