This research examines the discursive positionings and emotions related to them of a group of three seventh class students. We videoed the group of students' discussions regarding the definition of terms associated with the circle topic and interviewed them regarding their emotions during the process of defining the geometric terms. We used the discursive analysis of Evans, Morgan and Tsatsaroni to analyze the participants' positionings and emotions. The research results indicate that the learning atmosphere in the group was positive due to type of leadership that prevailed, as well as to the collaborative working with a technological tool. This atmosphere resulted in the students having positive emotions about their learning.