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This study used traditional and holographic video, along with eye-tracking technology, to examine how preservice teachers' physical act of looking is associated with how they attend to and assess students' fraction reasoning. Findings revealed that, although viewing of holograms may have influenced more focus on students' work area, there was little observed difference in the written noticing of preservice teachers in each condition. Additionally, by examining eye-gaze data for how teachers focused rather than simply what they focused on, findings were able to distinguish between how different participants perceived students' fraction work. Results indicated that the more participants described students' conceptual reasoning, the more likely they were to focus on the mathematical work students were doing and not simply on the region they did such work.