3 things I learned are:
1. Attending involves noting aspects of a mathematical moment as a way to gather meaningful evidence.
2. Interpreting involves coordinating the observed actions with what is known about mathematical development in a particular area.
3. Deciding refers to conceiving an effective tactic drawn from the interpretation of a child’s mathematical thinking.

2 things I found interesting are:
1. We have presented professional noticing as a responsive teaching practice that occurs swiftly in conjunction with a child’s mathematical activity.
2. On the basis of a single problem, we do not expect a teacher to construct a complete picture of the child’s understandings, [but rather] are interested in the extent to which the teacher’s reasoning is consistent with both the details of the specific child’s strategies and the research on children’s mathematical development.

1 question I still have after reading is:
Does this technique ever fail?