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Abstract Technology-mediated simulations of teaching are used increasingly to represent practice in the context of professional development interventions and assessment. Some such simulations represent students as cartoon characters. An important question in this context is whether simplified cartoon representations of students can convey similar meanings as real facial expressions do. Here, we share results from an implementation and replication study designed to observe whether and how (1) cartoon-based representations of emotion using graphical facial expressions can be interpreted at similar levels of accuracy as photo representations of emotions using actors and (2) the inclusion of markers of student emotions in storyboard-based scenarios of secondary mathematics teaching affects teachers’ appropriateness rating of the actions taken by a teacher represented in the storyboard. We show graphical representations of emotions can evoke particular intended emotions and that markers of student emotions in representations of practice could cue mathematics teachers into particular judgments of action. The Impact Sheet to this article can be accessed at10.6084/m9.figshare.24219964