In this paper, we respond to the continued harm of deficit discourses in mathematics education, focusing on discourses that systematically devalue the knowledge and abilities of students of color in classrooms in the United States. We specifically aim to (1) develop a sociopolitical framework for conceptualizing mathematics teacher noticing and (2) conceptualize and illustrate the enactment of noticing that challenges deficit discourses about these students and their communities—anti-deficit noticing—through the lens of our framework. We address our first research aim by introducing the FAIR framework, which foregrounds the role of sociopolitical Framing as an essential component of noticing that shapes and is shaped by Attending, Interpreting, and Responding, processes that have frequently been discussed in studies of teacher noticing. We show how an analysis using FAIR can contribute to understanding deficit noticing. We then conceptualize and illustrate anti-deficit noticing using the case of Oscar, a college mathematics instructor who worked with many Black and Hispanic students and himself identified as Hispanic. We discuss the local context that supported Oscar’s anti-deficit noticing and conclude with implications for future research and practice.

在本文中，我们针对数学教学中赤字话语的持续危害，重点关注那些有系统地贬低美国课堂上有色学生的知识和能力的话语。我们的具体目标是（1）建立一个将数学老师的注意概念化的社会政治框架，以及（2）通过我们的框架的镜头，对挑战有关这些学生及其社区的赤字的挑战进行概念化和说明。我们通过介绍FAIR框架来实现我们的第一个研究目标，该框架突出了社会政治框架作为注意的重要组成部分的作用，该注意是塑造，并由参加，口译和回应构成的，而这些过程在教师注意研究中经常被讨论。我们展示了使用FAIR进行的分析如何有助于理解缺陷提示。然后，我们以奥斯卡（Oscar）为例来概念化和说明反赤字现象，他是一名大学数学讲师，曾与许多黑人和西班牙裔学生合作，并且自己被确定为西班牙裔。我们讨论了支持奥斯卡反赤字的当地情况，并以对未来研究和实践的启示作为结论。