RUME 27
2025
Alexandria, Virginia
Real Analysis Professors’ Noticing of Equity Gaps and Minoritized Students’ Perspectives
Page: 624
Addressing equity and opportunity gaps in undergraduate education requires change across systems, including the pedagogies and orientations of the undergraduate faculty whose courses and departments perpetuate these gaps. Hence research on how undergraduate faculty notice quantitative and qualitative evidence of inequitable experiences has the potential to advance reform efforts. We conducted an interview-based study of 5 mathematicians who were presented with data analytics indicating equity gaps in proof-based courses at their university, and statements from minoritized students in these courses about their experiences. We found that the faculty may hold split inclusive and exclusionary frames about students and mathematics; that there may be a persistence of personal experience as an interpretive lens; and that qualitative and quantitative evidence may elicit different frames of instruction and students. We discuss these findings through the lens of a noticing framework.