This study focused on issues of equity related to small-group participation in a distance learning calculus class. Equity is defined as the fair distribution of opportunities for students to participate and learn. I examined how opportunities for mathematical and social participation were constructed through acts of positioning for four students. Findings suggest that creating fair opportunities requires: (1) conceptualizing opportunities for participation as connected to students' positionings and developing identities, (2) acknowledging that what counts as an opportunity for one student does not necessarily count as an opportunity for another student, and (3) leveraging both mathematical and social contributions in creating equitable, supportive, and intellectually rich learning communities. [For the complete proceedings, see ED630060.]