Research shows inequitable participation patterns are pervasive in mathematics classrooms. Thus, an important consideration for mathematics instructors is promoting participation by students with historically marginalized backgrounds. Existing literature often focuses on identifying and countering mathematics instructors’ implicit biases against minoritized students. However, redressing inequitable participation patterns requires changing social practices, looking beyond individual minds. In this talk, I discuss interactional challenges associated with inviting minoritized students to the conversational floor during whole-group discussions. Based on a fine-grained study on classroom interaction, I offer “knowledge in interaction” as an important consideration when we work to disrupt inequitable patterns of participation.