Data in Schools Melbourne 2026

What can learning data tracked across a million assessments reveal about how children come to understand mathematics and misunderstand it? This session draws on longitudinal evidence from primary classrooms across Australia to explore the persistent misconceptions students carry, where they cluster within curriculum content threads, and the precise points at which understanding most often breaks down.


The same evidence is put to work at three levels: strategically, to inform school improvement planning; at the classroom level, to sharpen Tier 1 instruction; and at the individual level, to surface the prerequisite gaps that hold students back.


Attendees will gain insight into how this kind of evidence can be put to work at every level of a school and what becomes possible when longitudinal data is built into everyday assessment practice.