<p>Mathematics education has historically privileged access to knowledge through the mind, which often comes at the expense of other ways of knowing. We draw on mind-body-spirit frameworks to make explicit mind-body-spirit across teaching and learning spaces. We draw on data from a multi-site, multi-year research-practice partnership between middle and secondary mathematics teachers, community members, and university researchers to develop a mathematics teacher noticing-for-equity framework. Our qualitative approach reveals that engaging in mind-body-spirit sensing—as a way of knowing that attends perception, felt presence, and interiority—offers opportunities to: 1) expand and theorize teacher noticing, 2) embrace the present moment and recognize noticing as a relational, integrated act, and 3) underscore the inseparable relation between the body, history, and relations of power.</p>