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INITIATIVE
ON
MATHEMATICS
EDUCATION
NORTHERN
REGION
CONFERENCE
21-23
November,
2011
Ambedkar
University,
Delhi
&
Shiv
Nadar
University
www.nime-nrc.webs.com
Contents
Aims
and
History.......................................................................................................................................... 2
Speakers
&
Panelists.................................................................................................................................... 5
Summary
of
Events ...................................................................................................................................... 6
Inauguration ............................................................................................................................................ 6
Plenary
Talk.............................................................................................................................................. 7
Invited
Talks ............................................................................................................................................. 9
Parallel
Sessions..................................................................................................................................... 10
Panel
Discussions ................................................................................................................................... 15
Organisers.................................................................................................................................................. 24
Detailed
Profiles
of
Speakers
&
Panelists .................................................................................................. 26
List
of
Participants ..................................................................................................................................... 31
Schedule .................................................................................................................................................... 35
Acknowledgements ................................................................................................................................... 38
Invitation.................................................................................................................................................... 40
Sponsors
Ambedkar
University,
Delhi
Shiv
Nadar
University
Texas
Instruments
National
Board
for
Higher
Mathematics
Indian
National
Science
Academy
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Under the aegis of NIME, a series of regional conferences and a national conference on Mathematics Education are being organized. The networks formed by these conferences will not only help in creating the National Presentation for ICME 12 but will also make sure that Mathematics Education initiatives and innovations from far-flung areas are accessed. NIME would also help reclaim for Mathematics Education a central role so that the system of education in this country can benefit directly from the shared learning gleaned through the conferences. The broad themes that NIME has identified are: a. b. c. d. Historical and Cultural aspects of Mathematics and Mathematics Education. Systemic and Policy aspects of education. Mathematics Curriculum and Pedagogy at Elementary, Secondary and Tertiary Levels. Teacher Education and Development.
Each of these themes covers a broad spectrum of ideas and aspects. The National Initiative on Mathematics Education: Northern Region Conference (NIME NRC) was co- hosted during 21-23 November 2011, by Ambedkar University, Delhi (AUD) and Shiv Nadar University (SNU). It covered the states of Delhi, Rajasthan, Madhya Pradesh, Haryana, Uttarakhand, Punjab, Himachal, Uttar Pradesh and Jammu and Kashmir. The purpose of the NRC was to Bring together mathematics educators, mathematicians with a keen interest in mathematics education, school as well as college teachers from various parts of India to share their experience, practices, and expertise with each other. Provide a common platform for diverse groups working towards the cause of improving mathematics education and provide them with the opportunity to showcase their activities. Create a forum to deliberate upon various issues such as changes in mathematics education policy, catalyzing research studies on mathematics education, bridging research and practice, and bringing about an overall improvement in the practice of mathematics education in the country.
The NRC brought together on a single platform, the significant innovations and efforts in improving mathematics education in school and tertiary education from the northern region of the country and thus helped to identify the best practices which can be showcased at the National Presentation at ICME 12. The NIME-NRC conference was held from 21-23 November 2011 at the India International Centre, Max Mueller Marg, New Delhi. The conference focussed on the Themes given in b., c. and d. above. The inaugural session was followed by a plenary lecture. There were invited talks, panel discussions and parallel sessions in which participants presented papers. There were rapporteurs for the panel
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
discussions and the plenary session. The rapporteurs presented their report in a special session on the last day. This was followed by an open session for the participants.
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Inaugural
Session:
Chief
Guest:
Professor
Dinesh
Singh
Vice-Chancellor,
University
of
Delhi
Professor
Madan
Gopal
Director,
School
of
Engineering,
SNU
Professor
Vijaya
Varma
Advisor
Planning,
AUD
Professor
Amitabha
Mukherjee
Department
of
Physics
and
Astrophysics,
University
of
Delhi
Professor
Geetha
Venkataraman
Dean,
School
of
Undergraduate
Studies,
AUD
Dr. Haneet Gandhi University of Delhi Professor Vijaya S. Varma AUD Professor Rohit Dhankar Azim Premji University and Digantar, Jaipur. Professor Farida Khan Jamia Milia Islamia Ms Anita Sharma Principal, S.D. Public School, New Delhi Dr. Rakhi Banerjee AUD Ms. Rashmi Kathuria Kulachi Hansraj Model School, Delhi
Plenary
Speaker
Professor
Anita
Rampal
Faculty
of
Education,
University
of
Delhi
Invited
Speakers
Dr
Asha
Mathur
Former
Vice-Principal
of
Lady
Shri
Ram
College,
University
of
Delhi
Dr
Jayasree
Subramanian
Eklavya
Foundation
Panelists
Professor
Inder
K
Rana
IIT
Mumbai
Ms
V
Sudha
Sanskriti
School,
New
Delhi
Dr
Jonaki
Ghosh
Lady
Shri
Ram
College,
University
of
Delhi
Professor
Parvin
Sinclair
Indira
Gandhi
National
Open
University
Professor
Amber
Habib
Shiv
Nadar
University
Professor
Fozia
Qazi
Islamic
University
of
Science
&
Technology,
Kashmir
Professor
Nargis
Panchapakesan
University
of
Delhi
Ms.
Usha
Menon
Jodo
Gyan
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Summary
of
Events
Inauguration
The
inaugural
ceremony
took
place
at
9:30
am,
November
21
5,
in
the
Multipurpose
Hall
of
the
New
Extension
Block,
India
International
Centre.
Prof
Vijaya
Varma
welcomed
the
delegates
and
provided
a
brief
introduction
to
the
genesis
and
aims
of
Ambedkar
University,
Delhi
and
its
vision
of
combining
excellence
with
equity,
in
line
with
Dr
Ambedkars
vision
of
social
change
through
institutional
mechanisms.
While
the
university
is
committed
to
implementing
the
reservation
policies
it
seeks
to
be
more
pro-active
and
to
enable
students
from
marginalized
communities
to
be
the
best
they
can
be.
The
university
is
made
up
of
Schools
which
are
interdisciplinary
in
nature,
and
faculty
are
typically
appointed
concurrently
in
two
or
more
Schools.
The
undergraduate
programmes
are
disciplinary,
but
allow
major-minor
combinations
with
graduation
in
4
years.
Postgraduate
programmes
may
be
interdisciplinary.
Prof
Madan
Gopal
wished
the
organizers
and
participants
an
exciting
debate
on
the
issues
in
mathematics
education.
He
described
Shiv
Nadar
Universitys
uniqueness
in
seeking
to
blend
research
and
learning,
and
integrating
humanities
and
social
sciences
with
the
natural
sciences
and
engineering.
In
particular,
the
mathematics
programmes
are
designed
to
dissolve
the
barriers
between
mathematics
and
other
disciplines.
Our
students
will
be
exposed
to
rigourous
mathematical
thinking,
as
well
as
to
applications
in
diverse
areas
like
medical
research
and
financial
management.
They
can
additionally
choose
specializations
within
their
major
discipline,
or
minors
outside
it.
Prof
Amitabha
Mukherjee
introduced
the
conference
and
its
context.
He
noted
that
of
all
the
regional
NIME
conferences,
this
one
had
the
biggest
task
in
the
sense
that
it
covered
the
largest
number
of
states
including
not
only
UP
but
also
Madhya
Pradesh
and
Rajasthan.
In
spite
of
their
best
efforts,
the
organisers
were
unable
to
attract
participation
from
some
of
the
states
in
the
region.
The
time
available
for
organising
this
conference
was
short.
The
NRC
had
taken
up
the
following
three
themes:
1. Mathematics
Curriculum
and
Pedagogy
at
various
levels:
elementary,
secondary
and
tertiary
2. Teacher
education
and
development
3. Systemic
issues
in
relation
to
mathematics
education
Of
these,
Curriculum
and
Pedagogy
was,
in
some
sense,
the
biggest
theme
involving
the
largest
number
of
people.
Three
plenary
sessions
have
been
devoted
to
it
a
plenary
talk
for
the
Elementary
level
and
two
panel
discussions
for
the
Secondary
and
Tertiary
level
respectively.
There
is
also
a
panel
discussion
for
each
of
the
other
themes
namely
Teacher
Education
for
Mathematics,
and
Systemic
Issues
in
relation
to
Mathematics
Education.
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Prof Mukherjee felt that the purpose of the conference would be served only if a large number of people give their inputs. Plenty of time has therefore been allowed for questions and discussions. All speakers have been requested to keep their initial presentations brief. In addition, there is an open discussion session on the last day. If people feel that there are issues which could not be raised due to lack of time, or which do not figure in the themes but are important, the open session would give an opportunity to raise them. The discussions would be very important, and some of the most significant contributions to this conference may well come from people whose names are not listed in the programme. The keynote address was delivered by Prof Dinesh Singh. He spoke of how the conference was an event after his own heart, and his joy in seeing among the participants many of his colleagues and students. He raised the issue of why we need so many conferences on mathematics education, and why the state of mathematics education is a concern at gatherings all over the world. There does not seem to be any success in setting out clear-cut tangible goals and charting our progress towards them. He felt that comparing notes at conferences, while important, could not suffice to resolve our problems. He expressed a sense of urgency that within the next 5 years mathematics must combine with science, technology and industry to start contributing to an Indian resurgence. He asked the participants of the conference to suggest policies and paths and measures of success to government and to advocate for their adoption. Prof Geetha Venkataraman gave the vote of thanks to the inaugural speakers and to all the participants. She noted that one of the tasks before NIME was to prepare a roadmap for the future of mathematics education. She especially thanked the two host universities and the other sponsors for their financial and organizational support. She also thanked the DPS Society for providing accommodation to the outstation participants.
Plenary
Talk
The
main
section
of
the
conference
began
with
a
plenary
talk
by
Prof
Anita
Rampal
on
Curriculum
and
Pedagogy
at
the
Elementary
Level.
Her
presentation
focused
on
concerns
underlying
recent
curriculum
design
at
the
primary
level,
especially
the
work
done
in
the
context
of
the
2005
National
Curriculum
Framework
which
was
a
watershed
in
terms
of
the
subsequent
text
and
syllabi.
She
started
by
recalling
how,
during
the
1970s,
university
academics
got
associated
with
work
in
schools,
and
very
often
with
remote
schools
in
rural
areas
and
learned
on
the
job
about
diversity.
This
kind
of
participatory
curriculum
development
with
children
and
communities
is
an
area
that
needs
to
be
strengthened
and
taken
forward
for
advocacy
in
policy
formulation.
Professor
Rampal
talked
of
the
policy
shift
that
was
captured
by
NCF
2005:
Right
to
access
to
quality
elementary
and
maths
education
was
stated
even
prior
to
the
enactment
of
the
Right
to
Education
Act.
She
talked
about
how
half
the
children
are
participating
in
education
and
the
other
half
keep
getting
pushed
out
at
the
elementary
stage
itselfand
how
Mathematics
has
an
unfortunate
role
in
failing
and
de-motivating
children
at
the
elementary
level
in
India.
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Professor Rampal observed that a large number of children get marginalised in their learning experience by the elite and abstract nature of knowledge taught in maths classes; and the need for a shift in focus from achieving or realising narrow roles to the higher roles of maths education. We need to take up the following challenges: curriculum is not a given, what should be taught at a certain level is not a given. Why do we go by the historical baggage we carry in terms of ideas of what and how maths is to be taught in schools this affects participation and motivation for learning. Liberating school maths from the tyranny of one right algorithm, one right answer, was a key desire of the national curriculum framework. What was instead kept in focus was the emphasis within maths education, adopted in some countries like Japan, where the focus is not on the answer obtained but the nurturing of a process through which children can adopt multiple strategies towards solving a problem. Another distinct feature or stand which NCF took was the emphasis on every-day and folk mathematics. Science and Maths are usually presented as context free. The assumption is that there is no cultural context to Mathematics as an area of knowledge and hence to maths education. This makes maths education all the more alienating. In a developmental, cultural context, maths should be able to serve and nurture a childs curiosity. There are several other problematic and blind spots in the curriculum work done in mathsshe cited the example of art for children in comparison to which the maths texts are linear and straitjacketed. The NCF tried to look at the maths text as a non-linear visual space and to engage with artists to bring in the childs cultural context in order to represent and do justice to the cultural and social diversity that we live with. Prof. Rampal made the following commendations to teachers and text book writers, and illustrated them with examples from an elementary level textbook she has authored: a) Promote culture of learning outside classroom b) Focus on language the text should have narratives, should be representative of diversity. Must challenge the language of maths as plain algorithm. c) Introduction of perspectives, ideas of symmetry, mapping, through interdisciplinary themes. d) A conscious break from the hierarchy implicit in educational discourse where application is seen to come after the pure concept. An attempt to bridge this perennial problem was made in the new textbooks. e) Attempt to overcome the divisions of discipline at the primary level and to integrate language, EVS, and maths. f) Understanding of spaces and places is not taken seriously in education. Children are not able to engage with the way maps or spaces get politically represented. g) Some chapters should be deliberately introduced and included to demonstrate that any theme could be used to illustrate concepts of maths. h) Introduce examples from the world of work and livelihoods, for instance on craft, masons making different patterns of bricks
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
i)
The example of the Fish Tale presented in Class 5 illustrates how childrens art, elements of design, observation, symmetries and pattern are dealt and dwelled upon in greater details, which also address issues on environment. j) Several challenges still exist within the mathematics curriculum and text, for instance the case of childrens probabilistic thinking in early mathstheir understanding of chance, is not dealt with in primary maths curriculum; k) The transition from primary to upper primary maths is too sharp. (Rapporteur: Ms Manasi Thapliyal, AUD)
Invited
Talks
The
first
day
of
the
conference
featured
two
invited
talks
on
the
theme
of
equity
in
mathematics
education.
Dr
Asha
Mathur,
in
her
talk
on
Mathematics
Teaching
for
the
Visually
Impaired,
highlighted
the
learning
needs
of
the
visually
impaired
and
how
alternative
approaches
are
required
to
support
their
learning.
The
teacher
of
visually
impaired
learners
needs
to
be
sensitive
to
their
cognitive
requirements
and
must
organize
her
classroom
accordingly.
She
needs
to
talk
at
a
slow
pace
since
the
learners
will
depend
largely
on
listening
and
also
develop
teaching
learning
materials
so
they
can
learn
through
tactile
experience.
She
briefly
described
the
use
of
materials
such
as
Abacus,
Taylor
Frame,
Braille
slate,
Braille
Paper
&
stylus,
spur
wheel,
Geometry
Kit,
drawing
boards
and
tape
recorders.
Learning
mathematics
requires
dealing
with
abstract
concepts
which
leads
to
additional
challenges
for
the
teacher.
Teachers
need
to
be
proficient
in
the
use
of
the
tools
mentioned
above
and
also
need
to
develop
appropriate
teaching
learning
materials
which
can
help
the
learners
to
explore
and
understand
concepts.
She
observed
that
textbooks
developed
for
visually
impaired
learners
are
usually
just
textbooks
for
sighted
learners
which
are
translated
into
Braille.
Thus
images
and
diagrams
which
are
crucial
to
the
understanding
of
concepts
are
often
dropped
since
they
cannot
be
re-created
in
Braille.
She
concluded
her
talk
by
emphasizing
the
need
for
the
creation
of
appropriate
materials
and
tools
for
visually
impaired
learners
and
suggested
that
technology
can
have
a
role
to
play
in
this
regard.
Dr
Jayasree
Subramanians
talk
was
on
Gender
issues
in
mathematics:
what
we
need
to
investigate
about.
She
began
her
talk
by
raising
questions
like
why
women
are
not
usually
seen
in
serious
academic
or
prestigious
positions,
especially
in
mathematics
and
the
sciences.
Is
it
due
to
discrimination
against
women,
or
does
the
nature
of
these
disciplines
force
women
out
of
such
positions,
or
is
there
an
inherent
lack
of
ability
in
women
towards
certain
disciplines
like
mathematics
and
science?
Her
literature
review
suggested
that
this
inherent
lack
of
ability
hypothesis
is
applicable
for
children
in
pre- primary
school
as
well
as
for
school
going
children,
worldwide.
She
pointed
out
that
women
scientists
and
feminist
thinkers
have
been
trying
to
explain
the
exclusion
not
in
terms
of
biology
but
in
terms
of
sociological
factors
facilities
available
in
institutes,
practices
in
academics,
impact
of
matrimony
on
women.
Other
studies
were
conducted
to
see
how
textbooks,
classroom
dynamics,
peer
interaction,
self-concept
of
girls,
teachers
bias,
attitudes
towards
mathematics,
influences
girls
performance
in
mathematics.
Cross-national
studies
revealed
variability
in
performance
of
boys
and
girls,
they
are
doing
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
equally well in some countries where status and welfare of women were taken into consideration. She pointed out that the scene in India with respect to representation of women in mathematics and sciences is disturbing, but there is no research to explain the under-representation and discrimination at all levels. She referred to her study of science institutes in India (a large set of interviews of both male & female students and faculty) which indicated that the reasons for the exclusion are the same as indicated earlier peer interaction, attitude towards mathematics as male domain, the still prevalent belief in male faculty about womens lack of ability to think and reason logically. She suggested that serious investigations need to be taken up to find the reasons for girls under-representation and exclusion.
Parallel
Sessions
An
important
feature
of
the
meeting
was
the
set
of
parallel
sessions
on
the
second
day,
featuring
talks
by
teachers
and
researchers,
with
a
focus
on
actual
classroom
practice.
1. Ms
Shreya
Khemani,
in
her
talk
Tackling
the
Division
Algorithm,
presented
joint
work
with
Dr
Jayasree
Subramanian.
The
presentation
was
based
on
a
longitudinal
study
conducted
by
the
Eklavya
team
to
understand
the
division
processes
in
the
teaching
and
learning
of
fractions.
Ms
Khemani
first
enumerated
the
challenges
that
students
face
in
the
division
algorithm
and
highlighted
the
contrasting
views
expressed
by
various
educators
on
the
division
algorithm.
She
spoke
in
favour
of
an
alternate
approach
to
teaching
the
process
of
division
as
the
standard
long
division
algorithm,
based
fundamentally
on
the
place
value
system,
can
be
counter-intuitive
to
childrens
existing
whole
number
sense.
Further,
introducing
division
solely
through
algorithmic
procedures
can
reduce
the
process
of
division
to
a
series
of
mechanical,
unthinking
steps
which
makes
it
difficult
for
a
student
to
relate
the
taught
procedure
to
the
meanings
that
can
be
identified
with
division.
The
study
was
an
attempt
by
the
authors
towards
finding
some
alternatives.
Ms
Khemani
described
their
engagement
with
the
students
wherein
they
helped
students
in
doing
division
by
grouping
and
distributing
matchsticks.
Further,
they
helped
students
to
choose
'chunks'
or
'partial
quotients'
and
developed
a
gradual,
more
naturalistic
approach,
to
introduce
division.
The
authors
believed
that
beginning
with
the
partial
quotients
method
would
erase
the
problems
of
hybridisation
and
allow
for
a
meaningful
introduction
to
the
formal
division
algorithm
at
a
later
stage.
2. Dr
Jayasree
Subramanian
gave
a
talk
on
Childrens
reasoning
skills
in
Fractions.
The
presentation
of
Dr
Subramaniam
was
based
on
the
interventions
of
the
Eklavya
team
in
teaching
fractions
to
primary
classes.
The
presentation
elaborated
on
the
challenges
and
possible
solutions
that
the
team
evolved
as
they
grappled
with
the
issue
of
making
students
understand
fractions.
Their
review
of
previous
studies
indicated
a
need
to
bring
in
multiple
sub-constructs
in
designing
curriculum
for
fractions.
Having
understood
the
complexities
and
and
Learning
Trajectories
that
students
face
in
fractions,
it
was
established
that
there
is
a
need
to
permit
and
respect
complexity
yet
disentangle
it;
build
from
the
cognitive
resources
that
children
bring
to
school
from
informal
settings;
recognize
that
the
logical
structure
of
mathematics
and
cognitive
development
in
mathematics
are
not
10
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
identical; and to view expertise as refinement of approach over time. After the initial attempts to introduce fractions (without appealing to subconstructs) it was realized that there is a pressing need to fix the meaning of the fraction symbol and thus started the journey of introducing the subconstructs of fractions. Through students work and teachers notes the attempts made to teach fractions through these sub-constructs were accentuated upon. 3. Ms Sonia Ann Mondal in Genesis of number in young minds studied an alternative approach developed by Jodo Gyan to develop number sense among 3-7 year old children. She found that earlier exposure to numbers impacts childrens later formal learning. She found that the alternative approach built around learning of numbers as a cultural activity, initiates the children into this act in a meaningful way. A context-bound approach to counting and ample exposure to counting, learning and using counting with understanding helps in childrens development of number sense. She emphasized the role of appropriate learning materials and the teacher in the whole process. 4. Ms Anchal Arora undertook a critical exploration of the National Curriculum Framework 2005 and mathematics teaching in primary schools. Ms Aroras presentation dealt with exploring and analysing how the new mathematics textbooks were being implemented in schools and ways in which teaching and learning of mathematics was affected as a result. She conducted the study in a government school and a central government aided but autonomous school in Delhi. She observed a section of class 5 in each of the schools when they were learning the topic area and perimeter. Her observations revealed that the interpretation and implementation of mathematics textbooks in the class was dependent on teachers content knowledge of the topic under consideration, their selection of content from the textbook, their pedagogical beliefs and their beliefs about mathematics. The difference in the two teachers educational backgrounds and their beliefs and content knowledge was reflected in the difference in childrens performance on the topic; data for which was gathered by a written test and interview. She felt that teachers genuinely faced academic and structural constraints in their inability to implement the textbook and mere change in the textbook cannot bring in improvements in the teaching and learning of mathematics in the classroom. 5. Ms Jasneet Kaur presented joint work with Mr Mohd. Mamur Ali and Ms Ashu Threja on Understanding of Geometrical and Algebraic Concepts at Elementary Level. The presentation was based on the premise that a piece of mathematics is understood if one can explain the concepts and facts and can draw logical connections between different facts and concepts. The presenters shared previous studies that had been conducted in Indian contexts on the understanding of geometrical and algebraic concepts. Drawing from their own studies the authors delineated the details of their study that looked into the developmental changes in conceptual understanding, particularly in the concepts of Triangle and Circle in Classes V and VII. The study focused in comparing the perceptual and lexical aspects, investigating the figural aspects, overall understanding of these concepts and the social factors (pedagogical practices in mathematics, support available at home, resources available at school) that contributed to the understanding. The data was collected through several activities that began with simple drawing activity and graduated to brain-storming and concept-defining sessions. A similar study was done in the area of algebra.
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NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
6. Dr P K Chaurasia spoke on Dynamic Mathematics with GeoGebra- An innovation. He began by focusing on the importance of technology tools in the teaching and learning of mathematics. He explained that the traditional classroom scenario needs to change in order to integrate technology and use it effectively. This was followed by an introduction to GeoGebra, a free and increasingly popular dynamic geometry software. He highlighted the e-learning principles on which GeoGebra was developed. Further he described how mathematics teachers can create instructional materials using this software. He showed that the algebra, geometry and spreadsheet features of the software can be effectively used for enabling students to explore and visualize concepts. He concluded the talk by highlighting the ways in which Geogebra can be used to enhance pedagogy. 7. Mr Pramod Maithil presented The Ganak based game as a tool to learn about Numbers. Mr Maithil discussed a game developed by him based on the Ganak (the open abacus) to give children a concrete understanding of the number system. The game is based on the idea of representing numbers in base 3. He conducted a study with children of grade 6 in a village school where the children were made to play the game for representing numbers. During the presentation he discussed various numeration systems and then went on to highlight how the concept of place value can be challenging for young learners. The use of various place value TLM (Teaching Learning Materials) was also discussed. It was observed that the game gradually let the child experience the properties of positional notation system without explicitly taking children into the complexity of different bases. Through the enactive experience the learners were able to discover the additive- multiplicative property on which the game is based. Since the learners were familiar with the abacus, they could figure out the relation between the face value and place value of digits within a given number. The presenter also highlighted how the game also helped learners to develop a symbolic understanding of + and X in expanded forms of numbers. The learners were also able to extend the game to other bases. 8. Mr Nidesh Soni and Mr Ghanshayam Tiwari gave a joint presentation on Shiksha Protsahan Kendras and Mathematics. They focused on how mathematics is dealt with in the Shiksha Protsahan Kendras of the Eklavya Foundation. The approach to dealing with mathematical concepts is grounded in the constructivist approach and is largely activity based. The emphasis is on designing activities which enable learners to explore mathematical ideas and concepts at their own pace. The activities relate concepts to the prior knowledge of the learners and are often enabled by the use of manipulatives which give learners a concrete, enactive experience. The presenters began by highlighting some of the difficulties children face in learning arithmetic concepts in the primary years. These are related to the concepts of place value, carry over in addition, borrowing in subtraction, concepts of multiplication and division and understanding the use of symbols. They described a game teen gutke chaar note which can be played by five children (where four are players and one is a cashier). The materials used in the game are play notes of Rupees 1, 10, 100 and 1000. Through the game learners explore the concept of place value and arithmetic operations (principles of exchange and borrowing). The game encourages peer learning and learners are given the opportunity to explore ideas with minimum intervention from the facilitators. The presentation ended by highlighting some of the pitfalls of the activity approach to learning.
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NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
9. Prof Rekha S Sen shared her study on Effective mathematics classroom. She undertook this study to understand the dynamics in a mathematics classroom. She used Cobb and Yackels framework of socio-mathematical norms to analyse a class 4 classroom over two lecture periods in an elite private school while she was teaching fractions. Her analysis revealed the classroom as one emphasizing procedures, algorithms, right answers and with a pace geared to the brighter children. The use of teaching aids was limited to introducing the topic, rather than as an integral part of the teaching process. Moreover, the classroom did not provide opportunities for discussing the rationale for doing procedures or sharing of alternate methods by students. The classroom also seemed to clearly indicate segregation of the brighter students from the slower ones, with no acknowledgement given to childrens initiatives in solving problems. 10. Mr R Srikanth, in his talk on Negotiating evolving topographies in a mathematics classroom discussed how differences in mathematical aptitude influence the classroom dynamics and his own efforts to bridge these differences in his classroom. He listed some reasons which cause undulations in the classroom - self-beliefs, perceptions of others who matter (peers, teacher), motivation, aspirations, performance scores and the incongruities that exist between these. He shared some of his interventions in the classroom in order to get students to a common platform. Differential instruction to suit individual students needs, remedial teaching, peer tutoring, transparency in assessment policies and collaborative classrooms are some measures which he thinks are useful for overcoming the barriers in the classroom. 11. Ms Himani Asija in Developing Project and Inquiry Based Learning in Mathematics at the Secondary School highlighted how Project based learning can help students to connect mathematics to real world experience. She discussed a project that she conducted with senior secondary students, titled Mathematical modelling in the diagnosis of Cancer. The project was undertaken with students who were given a basic knowledge of fractal structures such as the Koch snowflake. The idea behind the project was to make the students appreciate the applications of mathematics, in particular fractals, to medicine. The project also helped students to appreciate how technology increases the applications of the mathematical content in its simplest form in complex scientific situations. The project is based on the observation that in the Koch Snowflake, the perimeter increases in a geometric progression with common ratio more than 1 while the area increases in a geometric progression with common ratio less than one. Thus, as the number of stages tend to infinity, the ratio of squared perimeter and area approaches infinity. The students made two hypotheses: Hypothesis 1 Ratio of the squared perimeter and area is the least for a normal cell and is maximum for a malignant cell. Hypothesis 2 Higher the stage of malignancy, lesser is the fractal dimension. Their explorations were based on testing the hypotheses based on data collected by them from the internet.
12.
Ms Ashu Threja advocated the need for Creating Constructive Environments in Mathematics Classrooms. Building a theoretical basis, the presenter listed the tenets of constructivism in Mathematics education which postulate that knowledge is actively created or invented by the child, not passively received from the environment and that learning mathematics should be thought of as
13
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
a process of adapting to and organizing one's quantitative world, not discovering pre-existing ideas imposed by others. In support of such views the presenter took snippets from the current primary textbooks of NCERT and described how her pupil teachers use the examples, illustrations and problems of the book to create constructive mathematics classrooms.
14
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Panel
Discussions
She concluded her presentation by highlighting examples of specific activities which she has tried out with students at the secondary and senior secondary level which were aimed at investigating the role of technology in enhancing mathematical learning. These activities focused on Visualization and exploration of concepts using handheld tools Exploring geometrical problems in a dynamic geometry environment Simulation of problems in probability using spreadsheets. NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
15
Investigatory projects based on mathematical modeling and applications of topics taught in the curriculum
The presentation by V Sudha highlighted that mathematics is perceived as a tough subject by a large majority of students and the ability to grasp mathematical concepts varies among students. Also mathematics teachers do not have access to adequate resources which enable them to communicate mathematical concepts efficiently to their students. Recent advances in computing and wireless networking have enabled development of educational tools for a networked classroom enabling real time transfer of information between students and teacher enabling proper discussion and assessment of each students understanding. Such technologies help the students to discuss and share their ideas both with the teacher and among themselves thus making learning of abstract mathematical concepts a pleasurable experience. They can experience and engage with mathematics on their own terms and simultaneously help the teacher to monitor their progress and also intervene on an individual basis. The presentation focused on demonstrating the TI-Nspire technology developed by Texas Instruments which has been designed specially to provide a learning environment in the classroom which enables a great degree of interactivity among students and between student and the teacher. (Rapporteur: Bhawna Chauhan, University of Delhi)
maximum advantage in teaching other mathematics courses. She took the example of her own university (Islamic University of Science and Technology) as one not only offering a full-fledged undergraduate mathematics programme but also a very job oriented programme of Actuarial Mathematics. At least three other universities have taken initiatives to offer job oriented electives at the post graduate level. The panellist felt that there must be a more synergistic relation between students lives and the curriculum taught to them and its evaluation. Thus, she recommended courses which connect to the real lives of students by offering job oriented courses, a curriculum which includes project work, emphasises reading and writing skills in mathematics and enables them to think mathematically and teacher training at the tertiary level so as to create a cadre of well-trained mathematics faculty. Resonating with the earlier speakers thoughts, Prof Amber Habib raised issues about curriculum development and the need for more mathematical application courses at the tertiary level. He shared his experience with students who are unaware of the utility of mathematics in shaping up challenging careers. He brought forth his reservation regarding the existing disconnect between mathematics and other disciplines. He highlighted the need to recognize the definition of rigour and knowledge construction/ validation in different disciplines. He shared some ways in which Shiv Nadar University is making efforts to achieve this by allowing students to take courses outside their programmes and making all programmes of 4 years duration. He finally shared some interesting vignettes from his experience with MTTS and MSF students. Prof Parvin Sinclair raised issues that arise as a result of UGC determining what mathematics is to be taught at the tertiary level and tying the funding of universities/ colleges to following the UGC model curriculum. This makes the syllabus rigid and cannot respond to the needs to particular sections of students. She expressed her concerns about how syllabus narrows down the efforts to make mathematics multidisciplinary or design mathematics courses with real world connections. She felt that students readiness is not attended to while making mathematics syllabi at the undergraduate level. The gap between what they had learnt at school and the abstraction which is required for the formal mathematics at the undergraduate level in huge. She too agreed with the other panellists and additionally stressed the need for developing mathematical thinking, communicating mathematically and using mathematical symbols precisely. Another of her concerns was how assessment decides the pedagogy in the classroom and gives no scope to develop mathematical thinking. She gave the example of IGNOU and its efforts to change the curriculum as well as pedagogy. She felt that training of teachers is a must even at the tertiary level so as to be able to address students of various backgrounds and differential abilities as well as giving interdisciplinary support. Discussion Audience and panellists agreed on the fact that content from the syllabi is excluded when teachers find it difficult to handle and particularly applications of mathematics are excluded or limited by avoiding their assessment. This is a problem and has to be dealt with both by changing our understanding of mathematics as well as by tackling the examination system. One of the panellists shared how they are trying to make connections of mathematics with other disciplines, like art. Issues were raised about
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NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
students at senior secondary level lacking minimum understanding of basic concepts in mathematics and the need to offer mathematics courses at various levels in school or interest based courses. However, it was also pointed out that offering different levels of courses is problematic in that it introduces class distinction. The better way is to reduce content and universities can do whatever is needed at that level. It was pointed out that mathematics departments often decide what mathematics is to be taught and what is important in a manner which kills the spirit for any innovation. (Rapporteur: Dr Rakhi Banerjee, AUD)
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NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
from studies on teachers understanding about the nature of mathematics, their perception about mathematics as a subject and about pedagogy. She talked briefly about the TLM (Teaching Learning Materials) prepared by Jodo Gyan which are regularly used by them in their teacher training workshops. She concluded her presentation by saying that PCK (Pedagogical Content Knowledge) is essentially a practitioners knowledge which can be enhanced only through interaction with other practitioners and suggested that a curriculum developed in situ with practitioners is perhaps a reasonable solution. The chair, Professor Nargis Panchapakesan concluded the session by sharing her own observations related to the discourse of mathematics teacher education. She emphasised that the education of mathematics teacher educators is a key issue which needs to be addressed in the formal system. According to her the M.Ed programme does not equip a person to become a mathematics teacher educator and thus there is a pressing need for programmes which cater to specialized courses in mathematics education. This will help to legitimize and formalize mathematics education as an independent field of study and universities across the country, especially the new ones, must address this issue. Further she highlighted the pressing need for a concentrated effort in developing in-service teacher education programmes with systematic follow ups. Although the DIETs and the SCERTs are contributing to in-service teacher education, their lack of follow up is a critical problem. Finally she emphasised that lack of classroom resources for school mathematics teachers also continues to be a major lacuna in our system which needs to be addressed. The participants made a few comments and suggestions in the open session at the end of the panel discussion. Several participants felt lack of adequate in-service teacher education programmes for college mathematics teachers. Pedagogy of teaching mathematics at the college level needs is a key concern and needs immediate attention since there arent enough opportunities for college teachers to upgrade themselves. At the end of the panel discussion a consensus was reached that mathematics education needs to emerge as a separate discipline in our formal system and it must address the issues, concerns and demands of teacher education, both at the school and college level. (Rapporteur: Dr Jonaki Ghosh, University of Delhi)
19
overcrowded, understaffed classrooms, and our teachers have no special training in such pedagogy? How does learning in a conceptually hierarchical subject like mathematics take place in a situation where no child has to sit for examinations until Class X and cannot be detained? How do you enable the agency of the school teachers, give them greater autonomy, make curricula contextual, while keeping all curricular policy and textbook development so highly centralised? Prof Farida Khan pointed out that mathematics as a discipline has a gatekeeping capacity: it is the discipline that pushes children out of school. We may advocate that it should promote a way of thinking and shouldnt be highly content-loaded. Yet it is this content that gives access to higher institutes linked to high-prestige professions. A high value is attached to children who can clear entrance tests. The focal point is that mathematics is the foundation of all science and technology. The question is: how much mathematics should children learn? NCF 2005 got rid of some content loading. Eventually, the reality is that children have to deal with a hierarchical system with inequity. The social structure is heavily loaded against the underprivileged. Where are the resources going to come from? Every child should have a choice to be able to compete for engineering etc. This raises the question of how to address larger systemic issues. The task of bringing about changes in attitude has to be taken up more in social science classrooms. The onus cant be on mathematics alone. Finally, Prof Khan raised the question of how mathematics classrooms are different. The answer, she felt, was in the language used in mathematics. The symbolic language is foreign. In other subjects, even if the teacher cannot communicate with the learner, there is a possibility of learning by reading. Here it requires translation of the symbolic language, leading to a double disadvantage. Prof Rohit Dhankar divided his comments into talking about the system, talking about mathematics, and asking what happens when the system regulates the teaching of mathematics. According to him, the Indian school system is a power structure. The main purpose of schools, deep down, is to protect and uphold the power structure. The system functions on rote thought. It is bounded by authority, regulated by procedures. It has a total incapability to understand and total disregard for truth and epistemic force. It works, not on well-thought ideas, but on manipulation. Hence it has a great capacity to be blown over by fashions, for example: no exams, no pass/fail. Talking about mathematics, Prof Dhankar distinguished its highly visible form, common-sense mathematics, from what he called received mathematics. School and college mathematics at this point of time belong to this second category. When talking of change, we often get enamoured by common-sense mathematics, but both common-sense and received mathematics are limited. Both can work only as long as there exists a strong disciplinary mathematics, which is powerful and widely applicable. It derives its power by bracketing out all context, all meaning, and has the canny capability to reintroduce context-specific meaning. For this reason it requires a lot of on-the-feet thinking from the teacher, addressing how to build mathematical models to solve-real-life problems. The system, primarily concerned with the power structure, cannot allow the teacher to function this way. Books are concerned with received mathematics. Serious engagement with ideas is going down. Instead of ideas, we have sloganisation and caricature. For example, no pass/fail was thought of in a context where each child has his/her own pace of learning, and therefore no grades. This context is lost and we want a system with grades, yet no pass/fail.
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NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Since all the panellists had voluntarily limited their time, there was time for a lot of discussion, with around a dozen people contributing. Some of the points which came up are listed below. As soon as a child starts going to school, we train him/her to think: I am going to get a job, earn a lot of money. The celebrities with which children identify are film stars, never mathematicians. We shouldnt club all Govt schools together. There are many where there are less than 40 children in a class. The role of the school leadership is important. Often when people say a particular school is good, they mean that the principal has a different approach. Another aspect of the Govt system is the inspection: there is training for teachers, but none for school inspectors. In in-service training, we generally have our own agenda. Teachers dont own it. There should be a shared agenda. In informal discussions with teachers, many ideas come up. These can serve as entry points. How can teachers engage in research? There is no motivation to do anything in-depth. There is a lot of inertia, teachers see no need However, we have to see how much freedom they have. Whether in Govt or private schools, everything is specified. In SCERT workshops, resource persons are asked to come for just two hours. There is no space to address what teachers say. The issue of grade-specific processes came up in the context of NCF 2005. Some participants expressed concern at the imposition involved in all children of a given age moving together. There is no space for individual differences. In the UK, for example, the existence of O and A levels provides some systemic support. Rohit responded to the question about NCF 2005, observing that the NCF document talks of grades in a subdued manner. During the process of its creation, there was a lot of discussion on whether syllabi should be developed or not. In his view, NCF was diluted when grade-specific syllabi came in, but the real contradiction came with the Right to Education Act, which says every child should complete the (grade-specific) course in one year. It was pointed out that the condition of the schoolteacher in the Govt system is little better than that of a contract labourer. We are often talking of a teacher who is paid Rs 1200-1500 a month. Educationists expect the teacher to be all-in-one: to conduct activities, teach language through theatre, perform experiments in science The system, however, thinks of the teacher as a labourer who does an eight- hour shift. Even the holidays are taken away, since training programmes are now held during vacations. Vijaya Varma quoted a Hong Kong survey, which found that no teacher could get more than 6 hours of sleep. In response to a query about received mathematics, Rohit Dhankar compared it to received wisdom in religious contexts. What is addition? It is what Guruji says it is. What algorithm to use for addition is also what Guruji says. There is no space to understand when it will work. The final few minutes of discussion were on social issues and the mathematics classroom. It began with Farida Khan remarking that, in the mathematics classroom, there is the syllabus which the teacher is expected to complete. In addition, can we put on it the onus of sensitising children? There has been
21
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
work on it the UK for instance, but it requires us to question the larger educational system. She further pointed out that the workforce is largely female, mostly women from the middle and lower middle class who also have to manage families, and yet SCERT decides to have weekend workshops. The question was asked whether social justice issues can be integrated with mathematics. The view which emerged is that people elsewhere are working on it, and it will be useful if we can take on small trials. A case in hand was that of a tribal region in Orissa, where in 1992-93, most vendors were women and did the calculations, but around 2000, vendors had become mostly male. Recent data showed that between spouses, wives have more schooling, but between siblings, boys get more schooling than girls. Prof Varma concluded the session by asserting that the future revolution in pedagogy would occur only if you could subvert institutions like NCERT. (Rapporteur: Professor Amitabha Mukherjee, University of Delhi)
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NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
on the learning of algebra she listed the challenges that students face in understanding, or rather not understanding algebra. The challenges are of discerning letter or literals instead of numbers, non- acceptance of non-closure, limited understanding of equal-to sign and the problem of transition from arithmetic to algebra. Post discussing these challenges, Dr. Banerjee introduced her approach of teaching algebra: Using and extending students experience with symbols in arithmetic in specific ways; reasoning as a basis of learning; exploiting structural sense of expressions; and promoting structural concepts. The discussions in this session ranged across panelists, leading to clarification on CBSEs pattern of CCE, experimental approach of teaching mathematics and physical constraints of non-availability of technological support in schools. (Rapporteur: Dr Haneet Gandhi, University of Delhi)
23
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Organisers
Academic
Committee
Amitabha
Mukherjee
(Chairperson)
Professor,
Department
of
Physics,
University
of
Delhi
Anita
Rampal
Professor
and
Dean,
Department
of
Education,
University
of
Delhi
Gurmeet
Kaur
Bakshi
Professor,
Panjab
University,
Chandigarh
Haneet
Gandhi
Assistant
Professor,
Department
of
Education,
University
of
Delhi
Hriday
Kant
Dewan
Vidya
Bhawan
Society,
Udaipur
Kapil
Hari
Paranjape
Professor
and
Dean,
IISER,
Mohali
Parvin
Sinclair
Professor
and
former
Pro-vice
Chancellor,
IGNOU,
Delhi
24
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Rakhi Banerjee Assistant Professor, School of Education Studies, Ambedkar University, Delhi
25
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Inaugural
Session
Professor
Dinesh
Singh
is
the
Vice
Chancellor
of
University
of
Delhi,
Delhi.
Professor
Singh
did
his
undergraduate
and
postgraduate
degree
in
Mathematics
at
St.
Stephens
College,
University
of
Delhi
and
his
PhD
from
Imperial
College,
University
of
London.
Professor
Singhs
area
of
research
in
mathematics
is
functional
analysis
and
he
has
authored
many
research
papers
and
books.
Professor
Dinesh
Singh
was
Director
of
University
of
Delhi
South
Campus
during
2005-2010.
He
is
also
the
Director
of
Mathematical
Sciences
Foundation,
Delhi
and
Adjunct
Professor,
Department
of
Mathematics,
University
of
Houston,
USA.
He
is
involved
at
the
international
level
in
many
areas
of
mathematics
research
and
education.
He
is
a
member
of
the
Scientific
Advisory
Committee
to
the
Cabinet,
Govt.
of
India,
of
the
Academy
of
Scientific
&
Innovative
Research.
He
is
on
the
Steering
Committees
on
Science
&
Technology
and
Higher
&
Technical
Education,
Planning
Commission,
Govt.
of
India.
He
is
also
a
member
of
the
Governing
Body
of
the
All
India
Institute
of
Medical
Sciences,
New
Delhi
and
serves
on
the
boards/executive
councils
of
many
other
universities,
institutions
and
professional
bodies.
Professor
Madan
Gopal
is
the
Director
for
the
School
of
Engineering,
SNU.
He
has
joined
the
Shiv
Nadar
University
from
the
Department
of
Electrical
Engineering,
IIT
Delhi.
His
teaching
and
research
stints
span
three
decades
at
the
IITs.
Dr.
Gopal
is
the
author/co-author
of
six
books
on
Control
Engineering.
Some
of
his
works
have
been
translated
into
Chinese
and
Spanish.
In
India,
his
books
have
been
serving
as
a
major
source
of
learning
for
about
three
decades.
Dr.
Gopal
is
an
eminent
researcher
in
the
area
of
Machine
Learning.
He
is
the
author/co-author
of
over
135
research
papers;
the
key
contributions
have
been
published
in
high
impact
factor
journals.
He
has
supervised
16
doctoral
research
projects.
His
research
interests
lie
in
the
areas
of
Soft-Computing
Technologies,
Pattern
Recognition,
and
Intelligent
Control.
Dr
Gopal
holds
B.
Tech
(Electrical),
M.
Tech
(Control
Systems),
and
Ph.D.
degrees
from
BITS,
Pilani.
Professor
Vijaya
Shankar
Varma
taught
in
the
Department
of
Physics
and
Astrophysics,
University
of
Delhi
for
nearly
38
years.
During
this
period
he
served
as
the
Director,
Computer
Centre
and
of
the
Centre
for
Science
Education
and
Communication
and
was
Dean
Planning
of
the
University
before
retirement.
In
addition
to
teaching
and
research
he
was
active
in
curriculum
development,
design
and
teacher
training
in
the
Hoshangabad
Science
Teaching
Programme,
the
School
Mathematics
Programme,
the
Elementary
Education
Teachers
Research
Network,
and
Scientific
and
Technological
Literacy
for
All.
Since
its
inception,
he
has
been
Advisor
Planning
at
the
Ambedkar
University,
Delhi.
Professor
Amitabha
Mukherjee
is
a
professor
in
the
Department
of
Physics
and
Astrophysics
of
the
University
of
Delhi.
Amitabha
Mukherjee
did
his
doctorate
in
physics
at
the
Tata
Institute
of
Funadamental
research,
Mumbai.
He
was
the
chairperson
of
the
academic
committee
for
NIME-NRC.
26
NATIONAL
INITIATIVE
ON
MATHEMATICS
EDUCATION
NORTHERN
REGION
CONFERENCE
21-23
November,
2011,
Delhi
He has been the Director of the Centre for Science Education and Communication, University of Delhi and has a deep and abiding interest in science and mathematics education at the school level. Professor Geetha Venkataraman is a Professor of Mathematics and Dean, School of Undergraduate Studies at Ambedkar University Delhi. She did her undergraduate degree at St. Stephens College, her masters and PhD at the University of Oxford. Her research interests centre on various aspects of finite group theory, including questions related to enumeration of finite groups. Popularising mathematics, mathematics education at schools, undergraduate education and questions related to gender and mathematics are also areas of interest. Her publications include research papers, articles related to undergraduate education and a co-authored research monograph titled Enumeration of finite groups published by Cambridge University Press UK. Before joining AUD, she taught mathematics at St. Stephens College. She is also a founding member and treasurer of the Mathematical Sciences Foundation, New Delhi.
Plenary
Speaker
Professor
Anita
Rampal
is
Head
and
Dean,
Faculty
of
Education,
Delhi
University.
She
has
been
a
Nehru
Fellow,
UGC
Research
Scientist,
Chairperson
of
the
NCERT
Textbook
Development
Teams
at
the
Primary
Stage,
and
is
a
member
of
several
national
task
forces
including
the
Steering
Committee
of
the
Planning
Commission
for
Elementary
Education
and
Literacy.
She
has
been
associated
with
the
Peoples
Science
Movement
and
the
National
Literacy
Campaigns,
and
her
special
interests
include
participatory
curriculum
development,
cognition
and
communication
of
science
and
mathematics
with
a
focus
on
indigenous
knowledge,
and
policy
analysis
for
equity
in
education.
Her
publications
include
research
papers
and
books,
such
as
Numeracy
Counts!
and
Zindagi
Ka
Hisaab,
and
she
has
produced
films
on
womens
education
and
political
participation.
Invited
Speakers
Dr
Asha
Mathur
is
the
former
Vice-Principal
of
Lady
Shri
Ram
College,
University
of
Delhi.
She
is
currently
also
Chief
Advisor
for
the
placement
Cell
at
LSR.
Dr
Mathur
was
responsible
for
initiating,
conceptualising
and
actualising
a
Teacher
Education
Programme
at
LSR
in
the
form
of
a
Bachelors
in
Elementary
Education
in
LSR.
Dr.
Asha
Mathur
is
teaching
Methodology
of
Teaching
Mathematics
to
the
students
of
B.
Ed.
(special
education)
at
Durga
Bai
Dheshmukh
College,
Blind
Relief
Association
at
present.
Dr.
Mathur
started
her
teaching
career
as
mathematics
teacher
at
Lady
Shri
Ram
College
and
retired
from
that
position
in
2006.
Her
research
interest
initially
was
in
General
Topology.
Besides
published
research
work
in
topology,
Dr.
Mathur
has
also
participated
in
course
writing
projects
as
member
of
course
writers
team
at
IGNOU
and
SCERT.
She
has
edited
a
series
of
mathematics
books
published
by
Navdeep
Prakashan
for
Classes
I
to
V.
Currently
she
is
interested
in
understanding
the
challenges
of
teaching
learning
process
in
mathematics
and
is
engaged
in
activities
that
provide
space
for
exploring
in
that
area.
27
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Dr Jayasree Subramanian is a Fellow at the Eklavya Foundation, Hoshangabad. She has a doctorate in Mathematics from the University of Hyderabad. She is interested in the issues of gender and social justice and has worked in the areas of teaching and learning of mathematics for primary and upper primary school children, teacher education, and curriculum development for the upper primary level.
Panelists
Professor
Parvin
Sinclair
is
a
Professor
of
Mathematics
at
the
Indira
Gandhi
National
Open
University
(IGNOU).
She
is
now
the
Director
of
NCERT.
She
is
also
a
former
Pro-Vice
Chancellor
of
IGNOU.
Professor
Sinclair
is
an
Algebraist
by
training.
She
did
her
undergraduate
degree
at
Lady
Shri
Ram
College,
her
masters
at
IIT
Delhi
and
her
PhD
at
the
Tata
Institute
for
Fundamental
Research,
Mumbai.
Her
research
interests
include
algebra,
distance
education
and
mathematics
education.
She
has
many
research
publications,
and
has
also
developed
audio-visual
and
course
material
for
mathematics.
She
has
worked
closely
in
an
advisory
capacity
with
NCERT
on
shaping
mathematics
curriculum
and
pedagogy.
She
is
a
member
of
the
Steering
Committee
for
the
Indian
National
Presentation
at
International
Congress
for
Mathematics
Education-12,
and
a
member
of
the
Steering
Committee
on
Elementary
Education
and
Literacy
for
the
12th
Five-year
Plan
of
the
Planning
Commission.
Professor
Fozia
Qazi
is
the
founder
and
Head
of
the
Department
of
Mathematics
at
the
Islamic
University
of
Science
&
Technology,
Kashmir.
She
has
an
MSc
and
MPhil
from
Kashmir
University,
and
a
PhD
from
Syracuse
University.
She
taught
for
many
years
in
the
United
States
of
America.
She
is
also
an
artist
and
is
a
former
fellow
of
the
Center
for
Womens
Intercultural
leadership.
Her
current
focus
is
in
interdisciplinary
research
that
examines
the
role
mathematics
plays
in
cultural
expression,
and
she
has
used
tools
like
symmetry
analysis
to
understand
cultural
patterning
in
Kashmir.
Professor
Amber
Habib
is
a
Professor
of
Mathematics
at
Shiv
Nadar
University.
He
has
an
MS
from
IIT
Kanpur
and
a
PhD
from
University
of
California,
Berkeley.
He
has
recently
authored
a
book
titled
`Calculus
of
Finance
on
Mathematical
Finance.
He
is
especially
interested
in
how
projects
and
applications
can
enrich
mathematics
education
in
both
school
and
college.
He
has
helped
organise
various
efforts
in
this
direction,
from
summer
schools
to
certificate
programmes,
and
is
now
engaged
in
developing
the
undergraduate
curriculum
at
SNU.
Prior
to
joining
SNU,
Amber
Habib
was
professor
with
the
Mathematical
Sciences
Foundation,
New
Delhi.
Professor
Inder
K
Rana
teaches
at
the
Department
of
Mathematics
IIT
Powai,
Mumbai.
He
obtained
his
Masters
in
Mathematics
from
Bombay
University
and
his
PhD
from
the
Indian
Statistical
Institute.
He
has
been
a
research
fellow
at
various
premier
institutes
such
as
the
Centre
of
Advanced
Studies
at
Bombay
University,
IIT
Delhi
and
ISI
Delhi
and
has
taught
mathematics
at
Universities
in
India
and
Abroad.
Professor
Ranas
special
area
of
interest
is
Analysis,
he
has
authored
many
books
and
research
papers.
He
is
the
founder
of
the
Mathematics
Resource
Centre
at
IIT
Powai
and
has
a
keen
interest
in
Mathematics
Education
and
Technology.
28
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Mrs Sudha Venkatramanan teaches mathematics to senior students at the Sanskriti School, New Delhi. She has worked towards integrating technology into the mathematics classroom and to this end she has used extensively Geometers Sketch Pad and Graphic Calculator Texas Instruments in her class room teaching. She completed her formal Mathematics training (BSc, MSc and MPhil) from the Avinashilingam University for Women, Coimbatore, Tamil Nadu. This was followed by a BEd and MEd from the University of Madras. She has been teaching Maths at the senior school level since 1995 She has also been associated as a Faculty with the BElEd Program of the University of Delhi (Vivekananda College for Women) during 1999 and 2000. Dr Jonaki Ghosh is an Assistant Professor in the Dept. of Elementary Education, Lady Shri Ram College, University of Delhi where she teaches courses related to mathematics education. She obtained her PhD in Applied Mathematics from Jamia Milia Islamia University, New Delhi and Masters in Mathematics from Indian Institute of Technology, Kanpur. She also taught mathematics for 13 years at the Delhi Public School, R K Puram, New Delhi where she was instrumental in setting up the Mathematics Laboratory & Technology Centre. She has set up a Foundation for teacher training and regularly conducts professional development programmes for mathematics teachers. Her primary area of research interest is in use of technology in mathematics instruction. She is a member of the Indo Swedish Working Group on Mathematics Education and has been a recipient of the CASTME (Commonwealth Association of Science Technology and Mathematics Education) award. Professor Nargis Panchapakesan is ex-head and dean of the Department of Education, Delhi University. After completing her doctoral degree from the United States of America, she joined the Department of Education, Delhi University and served as its head twice during her career. She was instrumental in setting up the Maulana Azaad Centre for Elementary and Social Education (known as MACESE), which, with her efforts together with many others, in 1994-95 started one of the most interesting and innovative programmes in teacher education: the four year bachelors degree in elementary education, offered by the University of Delhi. She has designed and taught courses in education for many years, educational psychology being one of her core disciplines, mentored and guided numerous students in education. She continues to actively participate in education reforms and initiatives and serves in committees to look into teacher education, curriculum designing, textbook writing. Ms Usha Menon, is a graduate of IIT-Madras. She served as a scientist with the Council of Scientific and Industrial Researchs Delhi-based National Institute of Science, Technology and Development Studies. In 1995-96 following a World Bank initiated literacy campaign she became directly involved with education. She established Jodo Gyan a charitable trust and an organization working to find workable solutions to the problems in classroom practices. She is deeply interested in mathematics education, has been trying to develop innovative curriculum for primary and upper primary level using the philosophy of Freudenthal: the realistic mathematics education. She conducts workshops for in-service as well as for trainee teachers; designs, produces, procures and distributes low-cost teaching and learning materials (TLMs) for promoting activity-based education in the classroom.
29
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Dr Haneet Gandhi is presently an Assistant Professor in the Department of Education. She has earlier worked in the Department of Elementary Education, University of Delhi. Her specialization is in Mathematics Education in which she was awarded her Doctoral Degree. Professor Rohit Dhankar is Professor of Philosophy of Education at Azim Premji University, Bangalore. He also teaches a philosophy of education course in TISS, Bombay. He has been part of many NCERT initiatives in developing material and curriculum through various committees. He was an integral part of the National Curriculum Framework 2005 process as a member of the National Steering Committee. He is also a part of the collaborative group of institutions that developed the M.A. Elementary Education programme of TISS. He has also been involved with capacity building of educational functionaries at the national level and with various states. He trained as a teacher under David Horsburgh in the Neelbagh School, and taught at the elementary level for about 15 years. Prof Dhankar is the founder secretary of Digantar, a voluntary organization in Jaipur engaged in providing alternative education to rural children. Digantar endeavours to nurture self-motivated and independent learners equipped with the ability to think critically. His current interests are in epistemology of education, curriculum studies and teacher education. Professor Farida Khan is a professor at the Department of Educational Studies, Jamia Millia Islamia, New Delhi. Her training is in psychology and she earned her doctoral degree in developmental psychology from City University, New York. She has been associated with various departments/ centres of education, JNU, DU and JMI and is interested in issues of society and education. For the past many years, she has been working in the area of mathematics education mathematics in the street, classroom transaction of mathematics, to name a few areas in which she has worked. Ms Anita Sharma has been the Principal of S.D. Public School, BU-Block, Pitampura, Delhi, since July 2002. Since 1991 she has been involved in teaching mathematics at the senior school level. Anita Sharma did her BSc Honours and Masters in Mathematics from the University of Delhi. This was followed by a BEd and MEd from the Central Institute of Education, University of Delhi. She has been involved with the CBSE in many capacities including training of teachers and principals, preparation of material, involvement in examination reforms etc. She has appeared on television programmes and has written in newspapers about teaching and learning of mathematics. She was conferred the Aryabhatta award for contribuition in field of Mathematics teaching by All India Ramanujan Maths Club and Shiksha Uthan Nyas in December 2011. Dr Rakhi Banerjee is currently a faculty at the School of Educational Studies, Ambedkar University, Delhi. She has earlier been a faculty at the Tata Institute of Social Sciences, Mumbai. She has a doctoral degree in mathematics education from the Tata Institute of Fundamental Research. Ms Rashmi Kathuria is a passionate Mathematics teacher working as a P.G.T in Kulachi Hansraj Model School, Ashok Vihar, Delhi. She is associated with CBSE, NCERT, CTSA and DAVIIER as a resource person for more than a decade for material development, teacher training programmes, workshops, seminars, teleconferences etc. She has created online Maths classrooms through blogs, wikis and social networks for students and teachers. She received the `National Best e teacher awardfrom Dr. APJ Abdul Kalam in 2007 for her initiatives on using technology in Mathematics teaching and learning. She received the National Best teacher award (2010-11) from the All India Ramanujan Maths Club for her extraordinary
30
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
contribution in the field of Mathematics teaching. She was awarded First place during BTPC 2008 for paper presentation for her paper on e Mathematics. She was awarded First place in the paper presentation competition for teachers organised by AIRMC.
List
of
Participants
Consolidated
List
of
Participants,
Speakers,
Chairs
&
Organisers
1 2 3 4 5 6 7 8 9
Name Aabad Mushtaq Abhinav Verma Aishna Kejriwal Ajay Kumar Ajay Kumar Akha Mao Akhil Veetil Pudiyathil Amber Habib Amitabha Mukherjee
Affiliation Islamic University of Science & Technology, Awantipora, Kashmir IISc BA (Hons) Economics, II year, AUD University of Delhi Dean, Research, DU AUD, School of Education Studies BA (Hons) Sociology, I year, AUD SNU DU AUD, Academic Fellow, SLS IIT Delhi DU S D Public School, Pitampura Jesus & Mary College, DU DPS Bulandshar AUD, SLS DPS Society Mathematics study Centre Miranda House, DU Central institute of Education
Email aabad000@gmail.com abhinavverma87@gmail.com amber.habib@snu.edu.in amimukh@gmail.com anchal_arora87@yahoo.co.in anima@maths.iitd.ac.in anita.rampal@gmail.com anita.sdps@gmail.com ankitaahuja248@gmail.com panditanoop52@gmail.com arunaummat@gmail.com ag@ashokgogia.com threja_ashu@yahoo.co.in chauhan.bhavana@gmail.com
10 Anand Saurabh 11 Anchal Arora 12 Anima Nagar 13 Anita Rampal 14 Anita Sharma 15 Ankita Ahuja 16 Anup Sharma 17 Arindam Bannerjee 18 Aruna Ummat 19 Ashish Gupta 20 Ashok Gogia 21 Ashu Threja 22 Bhavana Chauhan
31
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
23 C M Upadhya 24 Chanchal Yadav 25 Charu Sharma 26 Chirashree Dasgupta 27 Dinesh Singh 28 Farida Khan 29 Fozia S Qazi 30 Geetha Venkataraman 31 Ghanshyam Tiwari 32 Haneet Gandhi 33 I K Rana 34 Jasneet Kaur 35 Jatin Anand 36 Jaya Goel 37 Jayasree Subramanian 38 Jonaki Ghosh 39 Kathy Hargrove 40 Komal 41 Komal Arora 42 Kuriakose Mamkootam 43 Madan Gopal 44 Manasi Thapayal 45 Manisha Goyal 46 Minati Panda 47 Mohd. Mamur Ali 48 Mohmad Rafiq Wani 49 Monojeet Chakravorty 50 Mukund Madhav Misra 51 Nammulene Edith
Gargi College, DU PhD Student, DU Shiv Nadar University AUD, SLS DU Jamia Millia Islamia Islamic university of science & technology, Awantipora, Kashmir AUD, SUS/ SLS Eklavya, MP DU IIT Mumbai JMI Mathematical Science Foundation, Delhi TGT (Maths) DPS Rohini Eklavya, MP LSR, DU Visiting Professor, AUD Jodo Gyan Assistant Professor, Institute of Home Economics, DU AUD, SBPPSE Director, School of Education, SNU AUD, School of Education Studies PGT(Maths),DPS ,Rohini JNU Deptt. Of Education Studies, JMI Islamic University of Science & Technology, Awantipora, Kashmir Texas Instruments Dept. of Mathematics, Hanraj College BA (Hons) Economics, I year, AUD
c_upadhya@rediffmail.com chanchal85yadav@gmail.com charu.sharma@snu.edu.in khan.farida@gmail.com fozia.qazi@islamicuniversity.edu.in geetha@aud.ac.in haneetgandhi@gmail.com ikr@math.iitb.ac.in kaurjasniit@gmail.com jatin.msf@gmail.com mail_for_jaya@yahoo.com j_manian@yahoo.com jonakibghosh@gmail.com khargrov@smu.edu jodogyandel@yahoo.com aroras_komal@yahoo.com mgopal@snu.edu.in manasi@aud.ac.in gmanisha@hotmail.com minatip@gmail.com mamurrizvi@gmail.com rafiq5085@gmail.com chakravorty.monojeet@gmail.com mukund.math@gmail.com
32
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
52 Nargis Panchapakesan 53 Navin Tiwari 54 Neha Joshi 55 Nidesh Soni 56 Nidhi Goel 57 Parul Saxena 58 Parvin Sinclair 59 PK Chaurasia 60 Pooja Keshavan Singh 61 Pramod Maithil 62 R Srikanth 63 Rakhi Bannerjee 64 Rashmi Kathuria 65 Ravindra Babu 66 Rekha S. Sen 67 Riddhi Shah 68 Rohit Dhankar 69 Sagar Jain 70 Sameer Malik 71 Sanjeev Agarwal 72 Saroj Malik 73 Savan Kumar Khanna 74 Savita Mehta 75 Shanta Laishram 76 Shashi Aggarwal 77 Shobha Bagai 78 Shreya Khemani 79 Shyam Menon 80 Shyamolima Ghosh Choudhary 81 Sona V Andrew
DU Darshan Academy BA (Hons) Economics, II year, AUD Eklavya, MP Aditi Mahavidyalaya, DU JP Institute of Information Technology IGNOU NCERT Gargi College, DU Eklavya, MP Welham Boys School AUD, School of Education Studies Kulachi Hansraj Model School Texas Instruments JMI JNU Azim Premji University, Banglore BA (Hons) Mathematics, I year, AUD BA (Hons) Mathematics, I year, AUD SNU Faculty, Hindu College, DU DPS Bulandshar Darshan Education Foundation ISI, New Delhi Faculty, Miranda House, DU Cluster Innovation Centre, DU Eklavya, MP AUD AUD, Research Assistant, SUS Jesus & Mary College, DU
navin_tuwari123@yahoo.co.in nidheshsoni@gmail.com goel.nidhi@ymail.com pulsxn@gmail.com pksinclair@igmou.ac.in praveenc1@gmail.com beledgargi@gmail.com pramod.maithil@gmail.com mathswithsrikanth@gmail.com rakhi@aud.ac.in mathclass_khms@yahoo.co.in ravindra.babu@ti.com rekha_s_sen@hotmail.com riddhi.kausti@gmail.com rohit.shankar@apu.edu.in sanjeev.agarwal@snu.edu.in saroj.malik@gmail.com savan19@gmail.com mehta.sv03@gmail.com shantalaishram@gmail.com shashi60@gmail.com shobhabagai@gmail.com shreyakhemani@hotmail.com smenon@aud.ac.in sonaandrew@gmail.com
33
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
82
Sonam
Ambastha
83
Sonia
Mondal
84
Srajan
Agadi
85
Sudha
V
86
Sunil
Verma
87
Swati
Nayak
88
Tarun
Vohra
89
Tavpritesh
Sethi
90
Usha
Menon
91
Uttara
Dhawan
92
Veena
Ahi
93
Vijay
Varma
94
Vinod
Kumar
Singh
95
Ziaur
Rehman
96
Radha
Mohan
BA (Hons) History, I year, AUD TISS BA (Hons) Economics, I year, AUD Dept. of Mathematics, Sanskriti School Eklavya, MP Teacher BA (Hons) Economics, II year, AUD
Institute of Genomics & Integrative Biology, tavpritesethi@gmail.com CSIR Jodo Gyan ushagyan@gmail.com BA (Hons) Psychology, II year, AUD Darshan Academy AUD Banaras Hindu University, Varanasi SNU St. Stephens College veenaahi2009@gmail.com vksinghgzp@gmail.com ziaur.rehman@snu.edu.in
34
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Schedule
Day 1: Monday, November 21, 2011 Time
9:00
am
9:30
am
10:30
am
11:00
am
12:00
pm
Technology
in
Mathematics
Education
Panel
Discussion
Chairperson:
Professor
Inder
K
Rana,
Department
of
Mathematics,
IIT
Powai,
Mumbai
Panelist
1:
Mr.
Sanjay
Sinha,
Head,
Mathematics
Department,
Sanskriti
School,
New
Delhi
Panelist
2:
Dr.
Jonaki
B
Ghosh,
Department
of
Elementary
Education,
Lady
Shri
Ram
College,
Delhi
University
LUNCH
Mathematics
Teaching
for
the
Visually
Impaired
Invited
Talk
by
Dr.
Asha
Mathur
&
Gender
Issues
and
Mathematics
Invited
Talk
by
Dr.
Jayasree
Subramanian
Eklavya
Foundation
TEA
Curriculum
and
Pedagogy:
Issues
at
the
Tertiary
Level
Chairperson:
Professor
Parvin
Sinclair,
Professor
of
Mathematics,
Former
PVC,
IGNOU
Panelist
1:
Professor
Amber
Habib,
Department
of
Mathematics,
Shiv
Nadar
University
NATIONAL
INITIATIVE
ON
MATHEMATICS
EDUCATION
NORTHERN
REGION
CONFERENCE
21-23
November,
2011,
Delhi
Programme
REGISTRATION
OF
PARTICIPANTS
INAUGURAL
FUNCTION
HIGH
TEA
Curriculum
and
Pedagogy
at
the
Elementary
School:
Issues
and
Challenges
Plenary
Talk
by
Professor
Anita
Rampal
Head
and
Dean,
Faculty
of
Education,
University
of
Delhi
35
Panelist 2: Professor Fozia Qazi, Head, Department of Mathematics, Islamic University of Science and Technology, Srinagar Day 2: Tuesday, November 22, 2011 Programme Paper Presentations (Parallel Sessions) TEA Paper Presentations (Parallel Sessions)
12:30 pm 2:00 pm
LUNCH Teacher Education for Mathematics Panel Discussion Chairperson: Professor Nargis Panchapakesan, Ex Head and Dean, Faculty of Education, University of Delhi Panelist 1: Ms. Usha Menon, Jodo Gyan Panelist 2: Dr. Haneet Gandhi, Faculty of Education, University of Delhi TEA Systemic Issues in Relation to Mathematics Education Panel Discussion Chairperson: Professor Vijaya S. Varma, Advisor Planning, Ambedkar University Delhi Panelist 1: Professor Rohit Dhankar, Azim Premji University, Bangalore and Digantar, Jaipur. Panelist 2: Professor Farida Khan, Faculty of Education, Jamia Milia Islamia
3:30 pm 3:45 pm
36
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Programme Curriculum and Pedagogy at the Middle and Secondary School Chairperson: Anita Sharma, Principal, S.D. Public School, New Delhi Panelist 1: Dr. Rakhi Banerjee, School of Education Studies, Ambedkar University, Delhi Panelist 2: Ms. Rashmi Kathuria, Kulachi Hansraj Model School, Delhi TEA Rapporteurs Session Concluding Remarks by rapporteurs of all panel discussions
37
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Acknowledgements
The
conference
would
not
have
been
possible
or
successful
without
the
contributions
and
support
of
the
following.
1. Funding
agencies:
a. Ambedkar
University,
Delhi
b. Shiv
Nadar
University
c. National
Board
for
Higher
Mathematics
d. Indian
National
Science
Academy
e. Texas
Instruments
2. Delhi
Public
Society,
who
hosted
the
outstation
participants
in
their
Dwarka
campus
3. Local
Organising
Committee:
Amber
Habib
(SNU),
Amitabha
Mukherjee
(DU),
Geetha
Venkataraman
(AUD)
Chair
&
Convenor,
Haneet
Gandhi
(DU),
Jonaki
Ghosh
(DU),
Rakhi
Banerjee
(AUD).
Academic
Committee:
Amitabha
Mukherjee
(DU)
Chair,
Anita
Rampal
(DU),
Gurmeet
Kaur
Bakshi
(Panjab
University),
Haneet
Gandhi
(DU),
Hriday
Kant
Dewan
(Vidya
Bhawan
Society),
Kapil
Paranjape
(IISER,
Mohali),
Parvin
Sinclair
(IGNOU)
The
organisers
put
in
a
lot
of
work
beyond
the
obvious
in
preparing
the
website;
handling
emails;
short-listing
participants;
co-ordinating
speakers,
panelists,
and
chairs;
arranging
accommodation;
designing
and
mailing
the
invitations;
etc.
4. AUD
administration
and
faculty:
a. Vice-Chancellor
Prof
Shyam
Menon
b. Registrar
Prof
Chandan
Mukherjee
c. Controller
of
Finance
Ms
Asha
Rani
Rungta
d. Professor
Salil
Misra,
Dean,
School
of
Liberal
Studies,
AUD
e. Mr
Anand
Saurabh,
Academic
Fellow,
School
of
Liberal
Studies,
AUD
f. Ms
Divya
Bhambri,
Academic
Fellow,
School
of
Undergraduate
Studies,
AUD
g. Ms
Shyamolima
Ghosh
Choudhary,
Research
Assistant,
School
of
Undergraduate
Studies,
AUD 5. SNU
administration
and
faculty:
a. Vice-Chancellor
Prof
Nikhil
Sinha
b. Director,
School
of
Engineering,
Prof
Madan
Gopal
c. Head,
Department
of
Mathematics,
Prof
Sanjeev
Agrawal
38
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
6. The
speakers,
panelists
and
chairs,
especially
Prof
Dinesh
Singh
(inaugural
speech).
7.
AUD Staff: a. Ms Asha Vijay, Office Assistant, School of Undergraduate Studies, AUD b. Mr Sita Ram Sharma, Care taker, AUD c. Dr R D Sharma, Assistant Registrar, Finance Division, AUD d. Mr B K Somyajulu, Assistant Registrar, Finance Division, AUD e. Mr Laxmikant, Junior Executive, Finance Division, AUD
8. AUD student volunteers: Aishna Kejriwal, Akhil Veetil Pudhiyatil, Edith Namuleme, Neha Joshi, Sagar Jain, Sameer Malik, Sonam Ambastha, Srajan Agadi, Tarun Vohra, Uttara Dhawan. They were vital to the conference running smoothly, and their effort is all the more appreciated because it came so close to their final exams! 9. Participants 10. India International Centre, Max Mueller Marg, New Delhi
39
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
Invitation
40
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi
41
NATIONAL INITIATIVE ON MATHEMATICS EDUCATION NORTHERN REGION CONFERENCE 21-23 November, 2011, Delhi