This paper is centered on creating equitable opportunities for learners in mathematics education. Through observations of teacher practice, the paper seeks to theorize how teachers enact their dispositions toward mathematics instruction. These observed propensities, in relation to teachers' aims for students to "take up their space" in and beyond the mathematics classroom, then inform a model of equitable mathematics instruction. Teachers' dispositions are considered in relation to Mason's discipline of noticing and Bourdieu's notion of the symbolic violence of dominant discourses.