This study compares the different characteristics of student answers addressed during classroom discussion by mathematics school teachers in various settings. The study examines 3 9th grade mathematics teachers from the same school in Israel, all of whom taught the topic of quadratic functions. We examined and analyzed the teachers' choices and sequencing of the different characteristics of parabola sketches in a classroom discussion about student answers. The teachers analyzed student answers either manually or using the Seeing the Entire Picture (STEP) automatic formative assessment platform. Findings suggest a difference between the characteristics that teachers addressed in the classroom discussions in the two conditions. In the manual setting, teachers focused on incorrect features of the example, whereas in the automatic setting they focused on characteristics that emphasize different mathematical dimensions.