This paper presents findings from a pilot study on equity and inclusion in the mathematics classroom. The pilot study is part of the project: Mathematics education for Inclusion and Equity (MInE) and has been ethically approved by the Swedish Ethical Review Authority. Moments of inclusion and equity is a concept that we explore and develop during this pilot. By inclusion and equity in mathematics we imply teaching that contributes to student empowerment, and their ability and agency to learn through striving for every student’s opportunity to participate (see Bagger 2017; Roos, 2019).