ABSTRACT
We appreciate Huberman’s depiction of teaching as a fluid process requiring extensive and critical decision making on the basis of reading a situation in a specific moment (see also Franke, Kazemi, & Battey, 2007; Lampert, 2001; McDonald, 1992; Schoenfeld, 1998; Wells, 1999). Although the craft of teaching involves much more, we have chosen to focus on understanding this in-themoment decision making both because of the centrality of this skill in effective teaching and because this expertise is so challenging to develop. In mathematics education, a particular type of in-the-moment instructional decision making has been emphasized-decision making in which children’s thinking is central.
