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Abstract
This paper reports on the development of an analytical instrument which identifies mathematical affordances in the public tasks, questions and prompts of mathematics classrooms. The aim is to become more articulate about mathematical activity. I have explored the use of several frameworks which identify learning outcomes, structures of knowledge, mental actions, teaching actions and intentions and found that none of them give me access to the detail of what makes one mathematics lesson different from another for learners. From the experience of using these I devised a new analytical tool which unfolds patterns of participation afforded in mathematics lessons. This tool has been tested on several videos of lessons, and has been used by pre-service teaching students to analyse their own lessons.