This manuscript focuses on the role of data analytics in mediating how teachers make sense of racial and gender inequity in patterns of student participation in their classrooms. Five middle school mathematics teachers participated in a year-long professional development program, centered on data analytics generated by the EQUIP observation tool. Through the authors' analyses, they documented six distinct teacher logics used to make sense of the data. The articles discussed how these logics were mediated by particular features of the given data visualizations. It closes with recommendations for the future study of the design of data visualizations and a discussion of implication for mathematics teacher education.