Coordinator: Ms. Indrani Das Sen
The chemistry group is conducting an online workshop for teachers teaching chemistry at undergraduate level. The workshop will include online contact sessions for five days during January 1-7, 2021. This initiative is being taken as part of CESME. The sessions will be conducted on zoom platform. The workshop will critically look at some of the ways of designing meaningful problems for assessment as part of undergraduate chemistry courses.
The schedule and the documents which have been shared with the participants is given below.
We welcome you to join the workshop sessions in any day. However, there are parallel sessions on the certain days, which if you wish to attend, do let us know prior so that we can send you the appropriate details. For the other general sessions, the zoom link details are given below.
Please download and import the following iCalendar (.ics) files to your calendar system.
Join Zoom Meeting
Meeting ID: 943 8862 4987
Coordinator: Dean's Office
INVESTIGATING AND SUPPORTING TEACHERS’ KNOWLEDGE OF AND RESPONSES TO STUDENTS’ MATHEMATICAL THINKING
Ms. Shikha Takker
Virtual Classroom Platform [Zoom application]
Current research in mathematics teacher education focuses on supporting teachers through tasks that deepen their professional knowledge of the subject matter. The thesis presents a way of systematically investigating teaching practice, to capture the dynamic aspects of teacher knowledge in play, and using it to design support for enabling teacher learning. An ethnographic case study was used to investigate the practice of four experienced school mathematics teachers. The analysis revealed that the knowledge of the teacher is not uniquely possessed by the individual but is a joint province of teachers and students in a classroom. Through participation in the study, teachers became more responsive to students' anticipated and actual ways of mathematical thinking. Teachers were supported in handling the knowledge demands arising from responsive classroom practices through in–situ and ex–situ support. The study witnessed the evolution of a community of learning involving teachers and researchers. The centrality of practice, both in investigating teachers' knowledge and in developing a process of supporting them, has implications for mathematics teacher education, research on mathematics teaching, and for bridging the gap between research and practice in education.