Distributing opportunities to participate in talk-in-interaction during whole-class mathematics discussions is an important equity issue, with multiple studies reporting pervasive inequitable participation patterns in mathematics classrooms. Less attention, however, has been given to the underlying interactional practices that can initiate and…

School subjects differ in their histories, epistemologies, and relations to state and federal policies. Though educational policymaking is shaped by how education leaders view school mathematics--what mathematics is, how mathematics is learned, and what counts as equitable and high-quality mathematics education--policy research often takes a…