This study aimed to explore the mathematics teachers' skills in attending, interpreting, and responding to students' mathematical creative thinking. The data of this study comprised of the teachers' skills in attending, interpreting, and responding to students' mathematical creative thinking gained from observing a recorded video of the teachers' teaching enactment. The data were collected inductively with open coding to examine classroom teaching. Findings suggest that the mathematics teachers raise the attending skills in two categories: activities directly related to students' mathematical creative thinking and activities that support students' mathematical creative thinking. They interpret mathematical understanding in various ways: excluding the justification of right or wrong answers; focusing on right or wrong; focusing on the only correct solution; focusing on deficiencies in the student's working process; focusing on how they wrote and drew on grid paper and anything else indirectly connected to mathematical thinking; stating that working on the problem is easy; comparing the thinking process of the teachers and students. The mathematics teachers responded by giving comments or questions about their students' knowledge, idea, procedure, or mathematical thinking and based on mathematical creative thinking; giving general comments or questions; giving comments or questions to trigger students to share their opinions; asking other students to comment or ask questions about certain students' thinking ideas; asking other students to explain certain students' thoughts; giving comments or questions about students' mathematical creative thinking/open-ended problem/critical thinking.