Mathematics education researchers utilize different theoretical frameworks to study the role of affect in learning mathematics. This paper utilizes a discursive framework (Evans, Morgan, & Tsatsaroni, 2006) to study middle-achieving students' emotions in learning, utilizing technology, the topic of 'the quadratic function as a product of two linear functions'. The students' learning was videoed and then transcribed to be analyzed according to the discursive framework. The research results indicate that members in the middle-achieving groups claimed the collaborator positioning in order to learn the mathematical topic using mainly behavioral, social and cognitive processes. Leaders claimed their positioning through carrying out processes related to the different aspects of learning, mainly the cognitive, metacognitive, meta-emotional, social and linguistic aspects. Dominant emotions in the groups' learning were frustration, enjoyment and content.