Teachers are expected to make decisions that respond to the needs of students in classroom practices. Teacher noticing emphasizes that teachers should decide how to respond to situations in classroom practices. Moreover, one of the variables that influence teachers' decision-making skills is teachers' values. The purpose of this chapter is to examine elementary teacher values in terms of the decision making process underlying noticing in a specific mathematical domain, namely polygons. We have conducted this qualitative study, designed as a case study, with five elementary mathematics teachers working at elementary schools in Turkey. The participants were selected using convenience sampling. The data were collected with video-recordings of classrooms and semi-structured interviews and were coded using content analysis approach. Teachers' values were presented in the context of teacher noticing, which is a situation-specific skill. The results shed light on the relationship between teachers' values and teacher noticing, which focused the decision-making perspective.

A teacher, who has a major role in the formation of class culture, needs to have proficiencies to design effective learning environments. The reflection of these proficiencies on classroom practices takes place via the decisions taken under critical situations. This study aims to find out the components underlying teachers’ decision-making. Participants of the study which was designed as a case study were elementary school mathematics teachers. The study was carried out through the individual interviews with participants about the decision making under critical situations after analysing participant teachers’ course observations which were video-recorded by the researchers. Data obtained from the interviews were analysed through content-analysis method. Based on the findings, it was found that teachers’ professional proficiencies could be presented in the same frame with the variables reflected on decision making.