The slide shows three main dimensions of mathematical activity: Access (who gets to participate), Accountability
(what’s expected of the students), and Disposition (what’s likely to emerge from the ways students engage with the
mathematics). We code each of them in four categories: with regard to the quality of the mathematics, the learning
of mathematics, the classroom community, and the individual learner. This may or may not be exactly right, but it
certainly seems manageable. Except it’s not, because what I’ve just shown you is the outline. When we got down to
detail [shows slide with the coding detail] we had dozens and dozens of codes, and the scheme was really difficult to
use. So, we put this approach on the shelf, and, again, looked for something else.