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Mathematics Education - HBCSE TIFR

Mathematics Education - HBCSE TIFR

V. N. Purav Marg, Mumbai, 400088, India

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02225072106

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Now CLOSED
Work hours
MO 09:00 – 17:00 SA closed
TU 09:00 – 17:00 SU closed
WE 09:00 – 17:00
TH 09:00 – 17:00
FR 09:00 – 17:00
About The Mathematics Education group at HBCSE aims to understand and improve the learning and teaching of mathematics in school.
Mathematics Education - HBCSE TIFR cover
Mission We work with primary and middle school mathematics teachers using artefacts from the practice of teaching. The emphasis is on integrating concepts and pedagogy, analyzing classrooms critically, focus on students’ thinking, learning from mathematical problems, etc. Different modes like workshops, school meetings, lesson planning, classroom observations, etc. are used to engage with teachers. We try to work on ways in which teacher knowledge from practice can be utilize for teacher reflection and learning simultaneously building a community of teachers and researchers.
Description Our research aims at building more effective learning strands for key topics in upper primary mathematics (algebra, fractions and mutliplicative thinking, measurement), identifying knowledge and beliefs that support more effective mathematics teaching, and making connections between out-of-school mathematical knowledge and school learning

*Learning strands in upper primary mathematics

*Models for teacher professional development

*Connections between out of school knowledge of mathematics and school learning
Products A major focus of our work is the professional development of in-service mathematics teachers. Unlike some approaches to teacher development, we don’t aim at passing on specific teaching techniques or approaches. We aim instead at building all-round capacities of teachers, and strengthening identities of teachers as professionals.

Ideally, teachers should shape their own professional development. We are interested in supporting such initiatives by teacher organizations. Researchers and other experts also contribute critical inputs for teachers’ professional development. In our research, we try to precisely identify some of these inputs.

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