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The mathematics teacher’s skill of identifying the relevant features in teaching situations and interpreting them from the learner’s perspective in order to make decisions about what course the lesson should take is seen as an important component of the teaching practice (Mason, 2002; Sherin, Jacobs & Philipp, 2010). The teacher’s knowledge of mathematics and the didactics of mathematics are central in this skill of mathematics teaching expertise. Indeed, the relationship between the different components of the knowledge mathematics for teaching has led some researchers to try to clarify them in order to understand the relation between knowledge and practice (Ball, Thames & Phelps, 2008). This is ultimately linked to what the teacher needs to know to solve professional problems (mathematics teaching and learning situations). Here, we complement this perspective by identifying the mathematical knowledge that enhances the teacher’s ability to «professionally notice» the students’ mathematical thinking. We aim to reflect on the teacher professional practice and knowledge in order characterize the teacher’s professional noticing examining the role played by mathematical knowledge in the profes-