Prospective and In-Service Mathematics Teachers’ Attention to a Rich Mathematics Task While Planning its Implementation in the Classroom Michal Ayalon 1 & Elena Naftaliev 2 & Esther S. Levenson 3 & Sigal Levy 4 Received: 13 July 2020 /Accepted: 28 September 2020/ # Ministry of Science and Technology, Taiwan 2020 Abstract This study explores secondary mathematics teachers’ attention to the three components of Jaworski’s(1992) “teaching triad” (i.e., mathematical challenge, learning manage- ment, and sensitivity to students) as they planned a lesson revolving around a rich mathematics problem and assessed pre-designed student solutions for that problem. Written work was gathered from 17 cohorts. Qualitative analysis generated categories. Quantitative analysis revealed that some components of the teaching triad were attended to in both activities, some were not attended to in either activity, and some were attended to in one activity but not in the other. Findings are interpreted in light of theory. Keywords Assessing . Planning . Teachers’ attention to a rich mathematical task . Teaching triad International Journal of Science and Mathematics Education https://doi.org/10.1007/s10763-020-10134-1 * Michal Ayalon mayalon@edu.haifa.ac.il Elena Naftaliev elenanaftaliev@gmail.com Esther S. Levenson levenso@tauex.tau.ac.il Sigal Levy levy@mta.ac.il 1 Department of Mathematics Education, University of Haifa, Haifa, Israel 2 Department of Mathematics, Achva Academic College, Arugot, Israel 3 Department of Mathematics, Science, and Technology Education, Tel Aviv University, Tel Aviv, Israel 4 Statistics Education Unit, The Academic College of Tel Aviv Yaffo, Tel Aviv Yaffo, Israel