One essential element of data-driven assessment and education in the field of mathematics is the use of data-driven decision-making sessions. Teachers, administrators, and other interested parties gather for these sessions with the goal of working together to examine student data, spot patterns, and decide on best practices for instruction. Participants obtain important insights into students' mathematics ability and progress through a methodical evaluation of assessment data, including formative assessments, classroom assessments, and results from standardized tests. Through subgroup data disaggregation and trend analysis, educators can pinpoint areas of strength, regions for growth, and effective teaching tactics.Equipped with this data, interested parties work together to create action plans that address needs that have been discovered, whether it be by means of focused interventions, curriculum pace changes, or professional development for teachers. Meetings for decision-making based on data encourage a culture of accountability, openness, and ongoing development, guaranteeing that teaching strategies are supported by research and sensitive to the varied requirements of students. In the end, these gatherings enable teachers to make data-driven decisions that maximize learning outcomes for students and advance mathematical competency for all students.