This paper uses quantitative analytics to study talk-based participation in 100 mathematics classrooms across one racially diverse urban school district in the USA. Using the EQUIP observation tool and hierarchical linear modeling, we characterize the quantity and quality of participation for students across 3025 coded turns, by race and gender. We found that in general, boys participated significantly more than girls. We also found that Latinx and Asian/Pacific Islander students had significantly fewer turns than Black and White students. To interpret these findings in context, we analyzed interviews from 29 district leaders using a poststructural framework organized around D/discourse.

本文使用定量分析来研究美国一个种族多元化的城市学区的 100 个数学教室中基于谈话的参与。使用 EQUIP 观察工具和分层线性建模，我们按种族和性别描述了 3025 个编码轮次中学生参与的数量和质量。我们发现，总的来说，男孩的参与程度明显高于女孩。我们还发现，拉丁裔和亚裔/太平洋岛民学生的转弯次数明显少于黑人和白人学生。为了在上下文中解释这些发现，我们使用围绕 D/话语组织的后结构框架分析了来自 29 位地区领导人的访谈。