Communication and reasoning in mathematics is described as important for student learning. Hence, teachers have a central role to invite students to engage in reasoning and collective problem solving. One common way to promote this is for the teacher to ask questions. However, there is limited knowledge of how teachers make use of the input provided by students on the asked questions in their mathematics teaching to support further learning and mathematical inquiry. In the present study, we investigated qualitative differences in how preschool class teachers responded to and incorporated 6-year old students’ input in teaching about numbers and arithmetic. The data gathered for analysis consisted of fieldnotes collected through observations of 145 mathematics teaching episodes in 95 classes. To make it possible to map the qualitative different ways teachers responded to and incorporated students’ input in their teaching, the Mediating Primary Mathematics framework was used as an analytical tool. The results show that teachers responded to and incorporated student input in different ways in their teaching. In almost 2/3 of the teaching episodes, teachers stopped at only briefly confirming the input given as right or wrong, or just gave generally encouraging responses to the student. In just under 1/3 of the teaching episodes, teachers took advantage of and incorporated student input in their teaching to advance and verify their mathematical reasoning. This highlights that teachers may develop their ways of responding to and elaborating on students’ input in teaching, which could improve students’ opportunities for learning mathematics.