Attending to students' thinking and using it to inform instruction has been shown to be an effective teaching practice. Although research on teacher noticing has explored how teachers attend to and interpret thinking in the moment and through video, less is known about the ways in which teachers notice students' thinking in written work, as well as the cultural dimensions that shape noticing. While work on "noticing for equity" has begun to explore the latter, it focuses on noticing of participation. This qualitative case study asks if equitable noticing extends to students' work. Analysis of one equity-oriented math teacher's student work analysis practices revealed that she (a) attended to the details of students' strategies with a learner stance, (b) contextualized their understandings, (c) interpreted their understandings through a strengths-based lens, and (d) planned to respond by identifying aspects of work to share with the class. [For the complete proceedings, see ED630060.]