Setting: Data were collected at a public elementary school in a culturally, linguistically, and economically diverse neighborhood in southern California. We investigated the kinds of situations in which teachers positioned students as competent, and the ways assigning competence opened opportunities to participate. Purpose: The purpose of this study was to examine teachers' instructional practice with respect to assigning competence in two mathematics classrooms that demonstrated high levels of student participation. Noticing students' mathematical strengths and positioning their contributions as competent is among aspects of instruction associated with more equitable learning outcomes for students from marginalized groups, but research has yet to comprehensively examine the range and nuance of this aspect of teachers' practice in classrooms that feature broad distributions of participation. Background: Current efforts to promote reasoning, problem solving, and discussion are often framed as advancing equity, but scholarship suggests individual students' opportunities to learn can vary considerably in classrooms that attempt to take up these approaches to teaching mathematics.
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