Moving beyond gatekeeping: Using data analytics to overcome resistance to pedagogical change

International audiencePostsecondary mathematics education often plays a gatekeeping role in STEM higher education. Accordingly, research highlights the need for pedagogical change to promote more equitable mathematics classrooms. However, mathematics faculty often resist change, grounded in rationalizations such as "math is just hard." In this manuscript, we offer a concrete approach to overcoming such resistance. The approach uses classroom data generated by the observation tool EQUIP. We provide reflections from one participating mathematics faculty member on his experiences engaging in this process. We discuss implications for using this approach at scale