18-02-2022  Friday

21 January to 29 April, 2022

Introduction to Science and Mathematics Education Research

Every Wednesday (09:00-11:00), Friday (09:00-11:00)

Venue: Online Meeting/Video Conferencing

Coordinator: Dean's Office

Graduate Courses for January - April 2022 (ONLINE & HYBRID)

First-Year Core Course:

Instructors:

Dr. K. K. Mashood, P. K. Joshi and Dr. Anisha Malhotra Dalvi

Starting from January 21, 2022

21 January to 29 April, 2022

Teaching Overview cum Practicum (UTP) (Part-II)

Every Wednesday (11:30-13:30), Friday (11:30-13:30)

Venue: Online Meeting/Video Conferencing

Coordinator: Dean's Office

Graduate Courses for January - April 2022 (ONLINE & HYBRID)

Second Year Advanced Core Course:

Instructor:

Dr. Narendra D. Deshmukh and Dr. Kalpana Kharade

Starting from January 21, 2022

18Fri

PhD Synopsis Seminar of Ms. Jeenath Rahaman (through an online platform)

Date: 18 February, 2022
Time: 15:00 - 16:00

Venue: Online Meeting/Video Conferencing

Coordinator: Dean's Office

Title:

Empirical studies of students’ conception of Area-measurement, and their implications for Mathematics Education

Speaker:

Ms. Jeenath Rahaman

Mode of Presentation:

Virtual Classroom Platform [Zoom meeting application]

Abstract:

The thesis reports a set of studies aimed at understanding students' conception of area measurement (AM), particularly in terms of understanding the cognitive processes (rather than outcomes) and their implications for mathematics education research (MER). The thesis broadly follows three major research trends in MER – constructivism, social constructivism, and enactivism. The first set of studies draws mainly from Piagetian theory of individual construction to understand students' conception of AM under a naturalistic paradigm. The studies highlighted a range of issues for AM conception and consolidated them together under a network model of AM. The second set of studies follows Vygotskian social interaction and social constructivism theories. That uses a teaching-design experiment and includes a set of tasks evolved from previous studies in a classroom, where argumentation framework is used both as a conceptual and analytical framework. The study highlights students' conceptual difficulties in AM and the process of collective argumentation in addressing them in a classroom. The third set of studies has evolved from the recent advancements in enactivist theories of cognition and their application in mathematics education. These studies investigate the role of material interaction (or physical manipulations) in solving AM tasks using an eye-tracking method and found eye-movement patterns that indicate a more efficient strategy among students who used specific manipulations over others.

Zoom link:

https://hbcse-tifr-res-in.zoom.us/j/97874270346?pwd=MHRvL0lOK3p6UWRGUU5SQmszL0c5dz09

Meeting ID:

978 7427 0346

Passcode:

334012