Research on embodiment in math cognition suggests that the body plays a role in conceptual learning. How might bodily differences among learners reveal or complicate the nature of this relationship? And what are the implications for inclusive instruction? In this talk, Tancredi shares findings from design-based research exploring the embodied practices of learners and with disabilities as design resources for imagining more inclusive math instructional tools and technologies. These findings highlight affective and cognitive dimensions of sensory experience, as well as the prospective grounding of math concepts in underexplored sensory modalities such as the bodily sense of balance for all learners.