Brief Introduction: Mr. Anustup Nayak is the Project Director for Early Childhood Education and Instructional Design and Innovation team at Central Square Foundation (CSF). He works with state governments to improve foundational literacy and numeracy in government schools across India. His work focuses on classroom teaching, teacher training, coaching support, and student learning improvement. Before joining CSF, he worked with XSEED Education on scaling education programmes. He holds a Master’s degree in Education from the Harvard Graduate School of Education and has also studied Public Policy at Georgia Institute of Technology. Anustup is deeply interested in foundational learning, teacher support systems, and using research and evidence to improve classroom practices at scale.

Panel Discussion: “The Long-Term Impact of Foundational Numeracy”

Date & Time: August 20, 2025, | 04 PM – 05 PM (IST)

Learning Outcomes: Explore how strong foundational numeracy influences children’s long-term mathematical understanding, confidence, classroom participation, and future academic success. This panel discussion will bring together perspectives from research, curriculum, teacher education, assessment, and classroom practice to understand why early numeracy must be strengthened at scale.

By the end of this panel discussion, participants will be able to:

• Understand the long-term role of foundational numeracy in students’ academic growth.
• Explore how early numeracy gaps affect confidence, grade-level learning, and future performance.
• Identify the importance of curriculum, classroom instruction, teacher support, and assessment in building strong numeracy foundations.
• Reflect on how research and evidence can guide better classroom practices and system-level decisions.
• Take away practical insights to support meaningful numeracy development in foundational and primary grades.

Brief Introduction: Dr. Priyanka Sharma is the CEO of ACER India where she provides intellectual leadership and expert advice to stakeholders both within and outside ACER, besides leading different educational assessments, monitoring, and research programmes in the South Asia region. Joining ACER India in 2022 as Director, Research and Assessment, Dr Sharma served as Deputy CEO, Research, then Acting CEO in 2025.

Working towards the mission of advancing outcome-driven learning systems on a global scale, particularly in the South Asia region, she plays a significant role in the Indian education landscape. Notably, her contributions as the Senior Research Advisor at the National Testing Agency, Department of Higher Education, Ministry of Education, and as the Research Head at the Centre for Assessment Evaluation and Research, CBSE, have significantly shaped evidence-based decision-making practices in high-stakes examinations in India.

Her expertise lies in the core areas of policy research related to educational assessments and measurement, competency-based education, and delivering on learning outcomes.

Panel Discussion: “The Long-Term Impact of Foundational Numeracy”

Date & Time: August 20, 2026 | 04 PM – 05 PM (IST)

Learning Outcomes: Explore how strong foundational numeracy shapes children’s long-term learning, confidence, academic progress, and future readiness. This panel discussion will bring together perspectives from assessment, research, curriculum, classroom practice, and system-level reform to understand how early numeracy can be strengthened for meaningful and measurable learning outcomes.

By the end of this panel discussion, participants will be able to:

• Understand the long-term importance of foundational numeracy in children’s learning journeys.
• Explore how early numeracy skills influence confidence, problem-solving, and grade-level mathematics learning.
• Reflect on the role of assessments and evidence in identifying learning gaps and improving classroom practices.
• Identify how curriculum, pedagogy, teacher support, and system-level decisions can strengthen numeracy outcomes.
• Take away insights to support outcome-driven foundational numeracy learning in schools.

Brief Introduction: Mr. Anil Mammen is a Professor of Practice and former advisor (2015-23) at the Centre of Excellence in Teacher Education (CETE), TISS, Mumbai. He brings over two decades of experience in curriculum, learning design, and digital learning innovations.

Previously, Anil served as Vice President of Learning Design at Tata Interactive Systems and Chief of Learning Design and Social Impact at Tata ClassEdge, where he created the proprietary Multiple Learning Experiences Model (MLEx) framework.

A frequent speaker and thought leader, he has presented at prestigious institutions and events, including IIT Delhi, the Tata Social Enterprise Challenge, and the Department of Scientific and Industrial Research. He also actively publishes articles on education and edtech in mainstream media and on LinkedIn.

Panel Discussion: “The Long-Term Impact of Foundational Numeracy”

Date & Time: August 20, 2026 | 04 PM – 05 PM (IST)

Learning Outcomes: Explore how strong foundational numeracy can shape children’s long-term learning, mathematical confidence, classroom engagement, and future academic success. This panel discussion will bring together insights from curriculum, learning design, assessment, teacher education, and system-level practice to understand how early numeracy can create lasting learner impact.

By the end of this panel discussion, participants will be able to:

• Understand the long-term importance of foundational numeracy in students’ academic journey.
• Explore how curriculum and learning design can support stronger numeracy development.
• Reflect on how digital learning innovations can make mathematics more accessible and engaging.
• Identify ways to strengthen classroom practices through meaningful learning experiences.
• Take away practical perspectives on building numeracy foundations that support lifelong learning.

Brief Introduction: Dr. Martha Umana, Ed.D., MBA, is the founder of The Bridge | El Puente, a bilingual research-based institution dedicated to building the human foundations children need in the technology era. Her career spans more than 28 years across classrooms and countries, including curriculum leadership, bilingual education, and parent education in Texas public schools and Maryland, as well as academic administration as Director of Academic Affairs at Universidad Interamericana de Costa Rica. She has served as a classroom teacher, instructional specialist, curriculum leader, and parent educator from early childhood through Grade 5. Her work focuses on guiding parents, caregivers, and educators to recognise clearly, understand deeply, and act intentionally, so every child has the opportunity to build strong foundations for a meaningful future.

Topic: “Parents as Partners in Math Learning”

Date & Time: August 21, 2026 | 12 PM – 01 PM (IST)

Learning Outcomes: Explore how parents and caregivers can become active partners in strengthening children’s mathematical thinking, confidence, and everyday problem-solving skills. This session will highlight how meaningful home-school connections, simple daily interactions, and intentional parent support can make math learning more engaging, relatable, and effective for young learners.

By the end of this session, participants will be able to:

• Understand the role of parents and caregivers in supporting children’s math learning.
• Explore simple ways to connect mathematical concepts with everyday home experiences.
• Identify strategies to build children’s confidence and curiosity towards mathematics.
• Learn how teachers can guide parents to support learning without creating pressure.
• Take away practical ideas to strengthen home-school partnerships for better math learning outcomes.

Brief Introduction: Dr. Shelbi Cole is the Managing Director of Math at Leading Educators, where she leads national efforts to transform mathematics instruction for the modern world. She oversees the development of frameworks for modernising mathematics, equipping teachers and systems to build durable, future-ready skills children need in 2026 and beyond. Before joining Leading Educators, Dr. Cole served as Math Director at Student Achievement Partners and as Director of Mathematics for the Smarter Balanced Assessment Consortium, where she guided a multi-state collaborative in building a next-generation assessment system after the release of the Common Core State Standards. Dr. Cole began her career as a high school math teacher and holds a Ph.D. in Educational Psychology from the University of Connecticut.

Topic: Real-Life Math: Making Mathematics Useful for Everyday Decisions

Date & Time: August 21, 2026 | 02 PM – 03 PM (IST)

Learning Outcomes: Explore how mathematics can be connected to real-life situations, everyday choices, and future-ready problem-solving. This session will highlight ways to make math more meaningful, practical, and relevant for students by helping them see how mathematical thinking supports decision-making in school, work, and daily life.

By the end of this session, participants will be able to:

• Understand how real-life contexts can make mathematics more meaningful and engaging for students.
• Explore ways to connect mathematical concepts with everyday decisions and practical problem-solving.
• Identify classroom strategies that help students apply math beyond textbooks and examinations.
• Reflect on how modern mathematics instruction can build durable, future-ready skills.
• Take away actionable ideas to make mathematics learning more relevant, useful, and connected to the real world.

Brief Introduction: Dr. Ruchi S Kumar is an Assistant Professor at the Centre of Excellence in Teacher Education (CETE), Tata Institute of Social Sciences (TISS), Mumbai Campus, and a distinguished mathematics educator with over two decades of experience in mathematics education, teacher professional development, and curriculum reform. She has contributed to the design of school mathematics curricula and is a co-author of the NCERT Mathematics textbooks for Grades 3, 4, and 5.

Her work focuses on mathematics teacher education, geometric reasoning, technology-enhanced learning, and strengthening mathematics teaching in diverse and under-resourced contexts. She has led and contributed to several large-scale teacher professional development initiatives across India and internationally, including innovative blended learning programmes and open educational resources for mathematics teachers. Dr. Kumar’s work bridges research, policy, and classroom practice, with a strong focus on advancing equitable and high-quality mathematics education.

Topic: “Why Students Fear Math - and How to Build Math Confidence”

Date & Time: August 21, 2026 | 10 AM – 11 AM (IST)

Learning Outcomes: Explore why many students develop fear, anxiety, or hesitation towards mathematics and how teachers can create supportive, engaging, and confidence-building classrooms. This session will help educators understand the roots of math fear and discover practical strategies to make mathematics more approachable, meaningful, and joyful for learners.

By the end of this session, participants will be able to:

• Understand common reasons behind students’ fear and anxiety in mathematics.
• Identify classroom practices that may unintentionally reduce math confidence.
• Explore ways to build a positive and supportive math learning environment.
• Learn strategies to help students overcome mistakes, misconceptions, and hesitation.
• Take away practical approaches to make mathematics more engaging, inclusive, and confidence-building.

Brief Introduction: Ms. Rakhi Chawla, an IIT Delhi alumnus with an M.Tech. and M.Sc. in Mathematics, is a leading force in STEM education with over a decade of experience. As the Founder and CEO of Ed3D, STEM Tinker Learning Pvt. Ltd., she develops STEM curriculum and hands-on learning solutions. She is also an author of NEP-aligned Mathematics textbooks and a Subject Matter Expert for S Chand Publishing and Macmillan Publishers, with a focus on teacher training. She consults with schools and ed-tech organisations and serves as the Global Math Project: Lead Ambassador for India, working to reshape mathematics education worldwide. Her acclaimed TEDx talks, including “Let’s Make Maths Human Again,” reflect her dedication to making mathematics engaging, meaningful, and accessible.

Panel Discussion: “Are We Focusing on Assessments or Grades? Rethinking Mathematics Learning”

Date & Time: August 21, 2026 | 04 PM – 05 PM (IST)

Learning Outcomes: Explore how mathematics assessments can move beyond marks and grades to support deeper understanding, meaningful feedback, and real learning. This panel discussion will highlight the need to rethink assessment practices so that they help identify learning gaps, encourage reasoning, and build students’ confidence in mathematics.

By the end of this panel discussion, participants will be able to:

• Understand the difference between assessment for learning and assessment for grading.
• Reflect on how marks-focused practices can affect students’ confidence and mathematical understanding.
• Explore ways to use assessments to identify misconceptions and support better classroom instruction.
• Recognise the role of reasoning, application, and problem-solving in meaningful mathematics assessment.
• Take away practical insights to make assessments more learner-centred, supportive, and purposeful.

Brief Introduction: Dr. Divyanshi Dhawan is a visionary mathematics educator and the founder of Beyond Chalk and Talk, reimagining how children engage with math in the foundational years. With a strong academic background, including a Master’s in Mathematics and ongoing doctoral research at IIT Jodhpur, she blends rigorous scholarship with hands-on innovation.

Through her Startup India-recognized venture, she empowers educators to foster critical thinking and joyful learning in K–8 classrooms. Her groundbreaking initiatives include India’s first school-based Math Park and impactful training of over 1,000 teachers and 3,000 students globally.

Featured by Her Maths Story and the International Day of Mathematics, Divyanshi’s work goes beyond the classroom — from national television sessions with NCERT’s PM eVidya to keynotes at summits like S. Chand Math Summit 3.0. Her mission is to transform math education into an inclusive, dynamic journey that equips every child with lifelong competence and confidence.

Topic: “Teaching Grade-Level Math When Students Are Years Behind”

Date & Time: August 20, 2026 | 12 PM – 01 PM (IST)

Learning Outcomes: Explore how educators can support students who are struggling with grade-level mathematics due to learning gaps in foundational concepts. This session will focus on practical classroom strategies, diagnostic approaches, joyful learning methods, and concept-building techniques that help students rebuild confidence and engage meaningfully with grade-level math.

By the end of this session, participants will be able to:

• Understand why students fall behind in mathematics and how foundational gaps affect grade-level learning.
• Identify ways to diagnose learning gaps without discouraging students.
• Explore practical strategies to bridge concepts while continuing grade-level instruction.
• Learn how joyful, hands-on, and activity-based approaches can support struggling learners.
• Take away classroom-ready ideas to build confidence, participation, and mathematical understanding.

Brief Introduction: Ms. Ishita Mukherjee is an experienced Mathematics educator and trainer with over three decades of teaching experience across leading schools in India, including one of Delhi’s top international schools. A postgraduate in Mathematics with a B.Ed., she is ISTM certified and serves as a Master Trainer for CBSE, conducting Capacity Building Workshops for teachers across India.

She is currently associated with CBSE’s nationwide initiative for training Mathematics teachers at Primary, Middle, and Secondary levels. She is also a certified Master Trainer for Item Writing and Pedagogy of Mathematics under the Cambridge University training programme organised by CBSE in collaboration with the British Council.

Ms. Mukherjee is a member of NCERT’s Textbook Development Team and has contributed to Ganita Prakash. She has co-authored CBSE’s Mathematical Literacy and contributed to key CBSE resources on art integration, joyful learning, ICT in Mathematics, gender sensitivity, and storytelling as a pedagogical tool.

Topic: “Beyond Rote Learning: Teaching Math Through Reasoning & Discovery”

Date & Time: August 20, 2026 | 02 PM – 03 PM (IST)

Learning Outcomes: Explore how mathematics can be taught beyond memorisation by encouraging reasoning, curiosity, questioning, and discovery-based learning. This session will focus on helping educators create meaningful classroom experiences where learners understand mathematical concepts deeply, connect ideas, and develop confidence in problem-solving.

By the end of this session, participants will be able to:

• Understand the importance of reasoning and discovery in mathematics learning.
• Explore ways to move beyond rote methods and promote conceptual understanding.
• Identify classroom strategies that encourage questioning, exploration, and mathematical thinking.
• Learn how joyful learning, storytelling, art integration, and ICT can support math pedagogy.
• Take away practical ideas to make mathematics more engaging, meaningful, and learner-centred.

Brief Introduction: Mr. Shravan S. K Senior Consultant, Program Office of NSTC (Ministry of Education - Gov of India), holds a master’s degree in computational and data sciences (CDS) from the Indian Institute of Science (IISc). Deeply passionate about school education, he brings a problem-solving mindset and a love for inquiry-based learning to his work with educators and students. Since its inception, he has been closely associated with the Seed2Sapling Education Foundation, an organization committed to making school education more enriching and meaningful. Mr Shravan played a key role in the Technical Secretariat of the National Steering Committee that developed the National Curriculum Framework (NCF) 2022–23. He is currently a member of the committee tasked with developing the new NCERT Mathematics textbooks, aligned with the vision of the National Education Policy (NEP) 2020.

Panel Discussion: “The Long-Term Impact of Foundational Numeracy”

Date & Time: August 20, 2026 | 04 PM – 05 PM (IST)

Learning Outcomes: Explore how strong foundational numeracy shapes children’s long-term mathematical thinking, confidence, problem-solving ability, and readiness for future learning. This panel discussion will bring together perspectives on curriculum, inquiry-based learning, textbook development, classroom practice, and system-level change to understand why numeracy foundations must be strengthened from the early years.

By the end of this panel discussion, participants will be able to:

• Understand the long-term importance of foundational numeracy in school education.
• Explore how inquiry-based learning can make mathematics more meaningful and engaging.
• Reflect on the role of curriculum and textbooks in strengthening early numeracy skills.
• Identify how strong numeracy foundations support problem-solving, reasoning, and future learning.
• Take away insights on aligning classroom practices with NEP 2020 and NCF 2022–23 vision.

Brief Introduction: Ms. Rituparna Raha is a Project Lead at Central Square Foundation. She works on foundational numeracy and classroom instruction programmes in government schools across India. Her work focuses on curriculum design, teacher training, and improving classroom practices. Before joining CSF, she worked with organisations such as Leadership For Equity, Bridge International Academies, the World Bank’s Salt Project, and Teach For India. She holds a Bachelor’s degree from the University of Calcutta and has also pursued higher studies at IIT Bombay. Rituparna is deeply interested in foundational learning and building practical solutions that improve student learning outcomes at scale.

Topic: “Rebuilding Foundational Numeracy in Foundational & Primary Grades”

Date & Time: August 20, 2026 | 10 AM – 11 AM (IST)

Learning Outcomes: Explore how foundational numeracy can be rebuilt through effective classroom practices, curriculum design, teacher support, and practical learning strategies. This session will focus on helping educators understand how early numeracy gaps can be addressed in foundational and primary grades through structured, child-centred, and evidence-informed approaches.

By the end of this session, participants will be able to:

• Understand the importance of foundational numeracy in early mathematical learning.
• Identify common numeracy gaps among children in foundational and primary grades.
• Explore classroom strategies to strengthen number sense, problem-solving, and mathematical thinking.
• Understand the role of curriculum design and teacher training in improving numeracy outcomes.
• Take away practical ideas to support meaningful and joyful numeracy learning in classrooms.

Brief Introduction: Dr Garima Virmani Arora is the founder of Uncover Math Genius, an initiative dedicated to transforming how children learn and experience mathematics by fostering critical thinking, creativity, and confidence. A published author, lecturer at the University of Delhi, and a passionate advocate for alternative education, Dr Garima holds a Ph.D. in Mathematics.

With over 15 years of experience as a math educator and curriculum designer, she has authored more than 10 math books and positively impacted over 5,000 students and 3,000 teachers through innovative, inquiry-driven methods. Her mission is to guide learners beyond rote memorization and towards deep conceptual understanding and creative problem-solving. Dr Garima is committed to reshaping math education to prepare learners for success in an AI-driven future.

Panel Discussion: Are We Focusing on Assessments or Grades?

Date & Time: August 21, 2026 | 04 PM – 05 PM (IST)

Learning Outcomes: Explore whether assessments are being used only to assign grades or as meaningful tools to understand student learning, identify gaps, and improve classroom instruction. This panel discussion will focus on the need to shift from marks-driven evaluation to assessment practices that promote conceptual clarity, confidence, critical thinking, and long-term mathematical growth.

By the end of this panel discussion, participants will be able to:

• Understand the difference between assessment for learning and grading for performance.
• Reflect on how grades may not always represent a child’s actual mathematical understanding.
• Explore how meaningful assessments can identify learning gaps and support better classroom decisions.
• Understand the role of inquiry-driven and conceptual approaches in evaluating mathematical thinking.
• Take away practical insights to design assessments that encourage confidence, reasoning, and deeper learning.

Brief Introduction: Ms. Pallavi Iyer is a Maths and Science teacher and supervisor at Dr. Kalmadi Shamarao High School, Ganeshnagar, Pune. With degrees in Electronics & Telecommunications Engineering and Education, she is passionate about making every class engaging and inspiring students’ curiosity. She has received the Dr. A.P.J. Abdul Kalam Memorial Teacher’s Award and the Excellence Award at the Kaveri Group of Institutes. She also holds advanced certification in Gifted Education and mentors student teams in international competitions, while actively working around subject integration, computational thinking, sustainability, and conscious consumption.

Panel Discussion: Are We Focusing on Assessments or Grades?

Date & Time: August 21, 2026 | 04 PM – 05 PM (IST)

Panelist: Ms. Pallavi Iyer

Learning Outcomes: Explore whether classroom assessments are truly helping students learn better or simply becoming a tool for marks and grades. This panel discussion will reflect on how meaningful assessment practices can support conceptual understanding, student confidence, curiosity, and long-term learning in mathematics.

By the end of this panel discussion, participants will be able to:

• Understand the difference between assessment for learning and assessment only for grading.
• Reflect on how marks-focused practices can affect student confidence, curiosity, and participation.
• Explore ways to use assessments to identify learning gaps and support individual student progress.
• Recognize the role of feedback, observation, and classroom tasks in improving mathematical understanding.
• Take away practical insights to make assessments more meaningful, student-centred, and learning-oriented.