When math concepts are viewed as opportunities for deeper understanding rather than as obstacles, it encourages active engagement, ignites a sense of curiosity, and expands content knowledge.
This idea was the focus of Bank Street’s second annual Summer Math Conference, a two-day professional learning opportunity hosted by the Bank Street Education Center and the Leadership in Mathematics Education Program at Bank Street Graduate School of Education. Titled “The Joy of Taking a Learner’s Stance in Math (Even When It Is Uncomfortable),” the event welcomed K-8 educators, coaches, school leaders, and graduate students from New York City and nearby areas to explore how to cultivate a classroom environment where inquiry, critical thinking, and a love for learning are at the forefront.
“Learning is meaningful for everyone when teachers embrace their learner’s stance with joy, energy, and confidence. Students then learn to do the same,” said Robin Hummel, EdD, Co-Director, Online Teaching and Learning, and Program Director, Leadership in Mathematics Education, Graduate School of Education. “We were thrilled to host a dedicated group of educators for this year’s Summer Math Conference to learn together how to be reflective about our teaching practices.”
Held in person at the Interchurch Center in Morningside Heights—home to many of Bank Street’s administrative offices—the event began with a keynote address by Tracy Fray-Oliver, Vice President, Bank Street Education Center. During her talk, Fray-Oliver emphasized the importance of math education in today’s rapidly changing world and shared her personal journey as a math educator.
Fray-Oliver encouraged educators to adopt a learner’s stance in their teaching by remaining curious and open to growth, even when it feels uncomfortable. “To take a learner’s stance means seeing yourself as a perpetual student, constantly thinking deeply and creatively about your own practice,” she said. “It means embracing moments of discomfort, acknowledging that there’s always more to learn.”
She further highlighted the significance of creating math classrooms that are joyful, equitable, and supportive, where both students and teachers can thrive. Her speech concluded with a call to make math a source of joy and inspiration for all, which set the stage for the rest of the day’s activities, including several immersive workshops in which participants were able to harness their own learner’s stance.
Morning workshops touched on topics like inclusive math practices, developing integrative launch lessons, and exploring mathematical concepts like polygons with a focus on adult learners. After a midday break for lunch, the afternoon workshops examined topics such as creating a thinking classroom, building a collaborative culture, and understanding the importance of math identity. The day concluded with a closing session and a community-building activity in the Sockman Lounge.
The second day of the conference continued with additional workshops that emphasized hands-on learning and practical teaching strategies. In the morning sessions, participants focused on topics like learning through observation, reasoning routines, and the effective use of manipulatives in math instruction. Afternoon sessions explored the deeper understanding of mathematical algorithms, innovative approaches to teaching measurement, and the application of manipulatives in upper-grade classrooms. The conference culminated in a final closing session for all participants, bringing together insights and reflections from the two days of learning.
Conference attendees shared positive feedback around the conference and their appreciation for the collaborative discussions and engaging workshops that demonstrated effective math teaching practices.
“We played a shapes/card game in one session. I was struggling to see a path forward toward a solution and felt like giving up. Wow—just as my students might feel! Instead, I listened intently on what my colleagues were saying about their ideas for a path forward. I was then able to re-engage and together we built off of each other’s ideas and found our solution,” one participant noted.
Another added, “I embraced my learner’s stance today by being okay with making mistakes and feeling uncomfortable while working on a math problem. I got an answer wrong, but I was still able to find value in that because math is not about the answer—it’s about the math! It also helped to put myself in my students’ shoes and understand how it sometimes feels to be in a math class.”
The opportunity to learn from experienced facilitators and connect with peers who share a passion for math education left participants feeling inspired and equipped with new ideas to enhance their teaching. Overall, the conference was seen as a meaningful and enriching experience that significantly contributed to their professional growth.
“We were excited to host this event for the second year in a row and see educators participate in new learning around how children engage with and think about learning math,” said Ivy Ryan, Project Manager, Responsive Design, Bank Street Education Center. “We look forward to hosting additional events and professional learning opportunities that support educators in deepening their teaching practice that make a difference in their work.”