This article investigates the practice of participation in a kindergarten classroom whose pedagogy in the learning of mathematics draws on the sociocultural perspective. The article illuminates collective negotiation processes constructed into being across classroom members. These joint negotiations demonstrate what it is to do and learn mathematics in this group. The primary data of this article consist of videotaped episodes of classroom interaction grounded in a daycare centre group comprising 11 children aged two- to four-years-old, an early childhood educator and a university researcher. The social interactions of the classroom were subjected to a qualitative micro-level analysis based on an applied sociolinguistic approach to language and discourse. The analysis illuminates social and pedagogical practices that support collective meaning making and emerging mathematics learning in the early education classroom. The results of the study suggest that young children are eager and able to participate in mathematical practices in settings that have institutionally-grounded pedagogical goals. However, individual efforts and interests in participation, while valued and encouraged by the pedagogical approach, can raise social conflicts that need to be resolved within the group. The role of the educator in guiding and supporting collective activity and supporting equal participation becomes crucial. This includes helping children learn to monitor and solve emerging participation conflicts via negotiation. (Contains 4 tables.)