05Wed
Coordinator: Prof. Rajesh Khaparde
https://nius.hbcse.tifr.res.in/wp-content/uploads/2023/07/Schedule-NIUS-PHY-20.1-V4-04072023.pdf
HBCSE will be organizing the NIUS (Physics) in person camp 20.1 camp at HBCSE for the 20th Batch of 72 students during July 5 – 17, 2023.
All the classroom sessions will be held in the room G4/G5 in the NIUS facility building and the laboratory sessions will be held in the Physics laboratories on the 2nd floor of the NIUS facility building. This camp will be an exposure and enrichment camp where several scientists and teachers will offer short courses on core and advanced topics in Physics. In addition, there will be a number of NIUS project-related sessions. The camp will also have a 25-hour laboratory course based on ‘Experimental Problem Solving’ approach.
17Mon
Coordinator: Dean's Office
MATHEMATICAL EXPLORATIONS AND ‘TALK’ IN LOW RESOURCE CONTEXTS
The central concern of this study is ways of mitigating the marginalising effects of mathematics especially for those students who are already marginalised due to their socio-economic and educational backgrounds and “recentering the margins”. Literature highlights the marginalising effects of “school mathematics tradition” with its focus on one right answer, and the stylised language of mathematics with a prevalence of symbols. Moving away from these we sought to design and implement mathematical explorations that enable a rich mathematical experience even in marginalised or low resource contexts. We started with flexibility and accessibility as key design principles guiding task design and identified task features that enable flexibility and accessibility. Following a first-person-classroom-based approach to research, we facilitated and observed students in a low resource context as they engaged with mathematical explorations. We observed students engaging in practices that literature identifies as elements of mathematical thinking. We noted the prevalence of oral communication in informal language and the near absence of symbolisation and formalisation as distinctive features that mark their engagement with such tasks. Moving away from the deficit perspectives that fail to acknowledge the mathematical in such conversations, we sought to define more accommodating acceptability criteria for what constitutes mathematical discourse. Additionally, we look at what it implies for the teacher to enable flexibility without compromising on core disciplinary constraints.