Participation in mathematics classrooms has received considerable attention in previous research. Scholars have emphasized researchers' and teachers' perspectives on what it means to participate. I draw on sociocultural theories of learning to explore both students' and a teacher's perspectives on participation. I describe a participatory research study where a Spanish immersion third-grade teacher and I collaborated to elicit students' perspectives on mathematics class participation. Data generation included multi-method focus groups with the students, and an interview with the teacher. Drawing on social semiotics as an analytical framework, findings suggest that there were two connotations of participation in this classroom: While the teacher's connotation characterized participation mainly as quantifiable, observable student talk attributable to individual children, students' connotation characterized participation mainly as qualifiable, amorphous, diverse and focused on the social. I argue that developing mathematics teaching that is inclusive of diverse ways of participating involves learning about students' perspectives on participation. [For the complete proceedings, see ED606556.]