Teachers' actions matter greatly in the mathematics classroom, but it is not always clear what guides their actions or from where they come. As teachers strive to create rich and engaging learning environments, how they capitalize on a particular moment is often unclear. Sometimes just identifying potential pathways to take can be challenging. In this article, the authors explore a certain kind of mindfulness of the mathematical moment that can help teachers examine their own assumptions, interpretations, and thought processes prior to making a particular instructional decision. While mindfulness is a word that has been used in many different contexts (e.g., mindful meditation), the term is used here to describe ways teachers may intentionally direct their attention, interpretation, and decision-making in mathematical moments. The authors focus on how to better notice the mathematical activity within the classroom, including their own teaching, to create broader and more equitable experiences for students. In doing so, the moments of teaching and learning in different ways may be considered, which, in turn, opens more equitable spaces for instructional decisions and student learning. Part of identifying a productive decision is an awareness of the possible pathways, including those that create more just and equitable spaces for students, and that is what the authors aim to explore in this article.