The purpose of the study is to examine pre-service elementary teachers' noticing of students' mathematical thinking of division through animations and depictions. For this purpose, the data was collected from preservice teachers' written explanations of important moments identified when watching a video clip, as well as pre-service teachers' animations and depictions of classroom scenarios. Findings indicated that what the pre-service teachers noticed in the video clip was more general, as they attended to the whole class environment, students' behaviours and learning in total, and teacher pedagogy. The pre-service teachers, however, were more focused on particular students' mathematical thinking in their animations and depictions. Furthermore, between animations and depictions, the pre-service elementary teachers included the most details about students and teachers in the latter one. Therefore, this study concludes that while both preparing animations and depictions have a positive effect on the pre-service elementary teachers' noticing levels, preparing depictions better facilitates their attention to students' thinking about mathematics.