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This study examined what pedagogical potential teachers see in data sets that include race as a variable. Through interviews with 11 secondary teachers, we show a range of views about the role race plays with respect to students’ opportunities to engage with data analysis. From analysis of teachers’ noticings of pedagogical potential and justifications for what data sets they would prefer in a constrained choice task, we identify areas where the learning sciences can support teacher learning and curriculum design with race-inclusive data sets.

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