This study investigated upper elementary teachers' framings of their students' mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers' culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical thinking. Interviews used a think-aloud method to capture real-time framing as teachers observed children's thinking on the same problem, using written work from their own and unfamiliar classrooms. Analysis of transcripts involved iterative coding to identify frames and determine their prevalence across noticing skills (attending, interpreting, deciding). Results show teachers used multiple frames beyond focusing on the mathematical thinking present in the work, such as past performance, affective traits, and curricular expectations. The prevalence of these frames appeared primarily in the interpretation and deciding how to respond. Findings highlight the situated nature of noticing, as interpretations were impacted by teachers' sociohistorical interactions and perceptions. Implications point to explicitly addressing teacher framing in professional development, as deficit views of children's capabilities can limit productive noticing. Considering teachers' lenses and co-constructing frameworks can promote growth towards equitable noticing practices that privilege children's mathematical reasoning. Implications for research and practice are explored and discussed.