Disrupting Gender Marginalisation in Undergraduate Mathematics: A Case of Assigning Competence

Promoting equitable classrooms is a goal of postsecondary mathematics education, but there is still limited research on how faculty learn to teach more equitably. Despite the variety of techniques developed in primary and secondary education, there has been less use in higher education. This manuscript focuses on the 'assigning competence' technique from Complex Instruction, and how it can disrupt gender inequities in postsecondary mathematics. This manuscript draws on video data, coded classroom observations, recorded debrief sessions, and faculty interviews to illustrate faculty learning and the impact on student participation.