ScenariosFoundationAdherence to textbookAwareness of purposeConcentration on proceduresIdentifying pupil errorsOvert display of subject knowledgeTheoretical underpinning of pedagogyUse of mathematical terminologyTransformationChoice of examplesChoice of representationsTeacher demonstrationUse of instructional materialsConnectionAnticipation of complexityDecisions about sequencingMaking connections between conceptsMaking connections between proceduresRecognition of conceptual appropriatenessContingencyDeviation from lesson agendaResponding to students’ ideasResponding to the (un)availability of tools and resourcesTeacher insight