This paper explores how learning analytics data provided by a math problem-solving educational technology platform informed 5th and 6th grade teachers' instructional decisions around socioemotional learning (SEL). MathSpring is an educational technology tool that provides teachers with data on students' effort, progress, and emotions while students are solving math problems. This paper presents findings from qualitative analyses of 11 classroom observations, 10 observation follow-up chats, and 35 teacher interviews that were collected as part of a randomized control trial conducted in the northeastern United States. The analyses include teachers who used the program with their students (treatment group) and teachers who implemented math instruction as usual (control group). Teachers in the treatment group viewed analytic data on students' effort and progress, which informed the discussions they had with their students around SEL topics including setting goals, the importance of effort, and using productive problem-solving strategies. Findings from these analyses suggest that analytic data on effort and progress can inform teachers' discussions of math-related SEL concepts with their students. [This paper was published in: "The 14th Learning Analytics and Knowledge Conference (LAK '24), March 18-22, 2024, Kyoto, Japan," ACM, 2024.]