Like any human endeavor, mathematics is full of interactions: between teachers and students in mathematics classrooms, among colleagues doing mathematical research, between mathematical ideas, and even within ourselves. These interactions occur both intellectually and emotionally, and promoting an environment where they can thrive is a fundamental aspect of humanizing any field, especially mathematics. Humanizing mathematics, to us, means respecting that human beings perform their mathematical interactions. Our use of the words perform and performance draws upon the work of Holzman (2000, 2017, 2018) and offers a playful, democratic, and process-focused approach to learning and collaboration. The performance approach as discussed in Perone (Scene 1, this volume) calls for a diversity of backgrounds of the different actors involved to create more human teaching/learning and research environments in higher education.