This session draws on a multi-year, SSHRC-funded classroom-based study examining how teachers para-image students’ mathematical ideas during Number Talks. Para-imaging refers to teachers’ in-the-moment practice of publicly re-presenting students’ thinking through paraphrasing and visible imaging (e.g., drawings, number lines, manipulatives). This improvisational work supports students in seeing their thinking differently and engaging in collective mathematical sense-making. Responding to Matney et al.’s (2020) call to examine Number Talks beyond isolated components, we analyze these moments through multiple theoretical lenses, including Pirie Kieren theory, revoicing, enactivism, and discourse analysis. Participants will view a 3-minute video from a Grade 5 Number Talk on decimal subtraction and be invited to notice, interpret, and discuss how different theoretical framings shape what is seen—both in students’ mathematical ideas and in the work of teaching.