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Noticing children’s mathematical thinking is an important aspect of what teachers need to know. Researchers generally agree that noticing involves two main processes, namely attending to and making sense of particular events in an instructional setting. We report on our work involving preservice teacher noticing and our efforts to scaffold their noticing. We argue for a shift in perspective on preservice teacher noticing, a perspective that considers interpreting classroom events as an important first step for preservice teachers in their development of noticing, which then positions preservice teachers to attend to important and noteworthy events.