Teachers facilitate math talk in the classroom, but introducing a structured discussion format called the "talking circle" can influence opportunities for equitable student participation. Drawing on his reflections over the 2013-14 academic year and reviewing his detailed teaching notes and lesson plans, Marcus Hung takes a close look at the structure of the talking circle and compares it with that of two other discussion formats that he commonly uses in his classroom--traditional whole-class discussions and small-group discussions. He explores a mechanism that can potentially disrupt the pattern of stratified classroom talk, with tradeoffs between frequency and spontaneity of student contributions. Education scholars increasingly embrace the definition of "equity" as the equal or fair distribution of opportunities to learn (e.g., Esmonde 2009). Adhering to this definition, Hung focuses on equitable classroom discourse that involves equal access to participation for all students across all public conversation formats.