In this session, participants will examine how thoughtful task selection and purposeful questioning set the stage for meaningful student thinking and mathematical independence. Using a task-quality rubric, educators will analyze and select tasks that promote conceptual understanding and strategic reasoning rather than answer-getting. Participants will also explore questioning strategies that surface student thinking, press for clarity, and support students in making sense of mathematics on their own. By the end of the session, teachers will leave with tools and examples for designing learning experiences where students do the cognitive work and build confidence as problem solvers.
