Research on Teacher Professional Development
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 utilised for teacher reflection and learning simultaneously building a community of teachers and researchers.
Kumar, R. S., & Subramaniam, K. (2015). From ‘Following’ to Going Beyond the Textbook: Inservice Indian Mathematics Teachers’ Professional Development for Teaching Integers. Australian Journal of Teacher Education, 40(12), 7.
Kumar, R. S., Subramaniam, K., & Naik, S. S. (2015). Professional development workshops for in-service mathematics teachers in India. In B. Sriraman, J. Cai, K. H. Lee, F. Lianghuo, Y. Shimizu, L. C. Sam, & K. Subramaniam (Eds.), The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia, and India, (pp. 1631–1654.) Information Age Publishing.
Kumar, R. S., Subramaniam, K., & Naik, S. S. (2015). Teachers’ construction of meanings of signed quantities and integer operation. Journal of Mathematics Teacher Education, 1-34.
Kumar, R. S., Subramaniam, K. & Naik, S. (2015). Professional Development of In-Service Mathematics Teachers in India. In Sriraman, B., Cai, J., Lee, Kyeong-Hwa, Fan, L., Shimizu, Y., Lim, Chap Sam, & Subramaniam, K. (Eds.), Abstract of the First sourcebook on Asian research in mathematics Education. (pp. 207-211). Information Age publishers.
Naik, S., & Ball, D. (2014). Professional Development in a Laboratory Setting: Examining Evolution in Teachers’ Questioning and Participation. Journal of Mathematics Education, 7(2), 40-54.
Candal, M., Oslund, J., Naik, S., S., & Moss, P. (2013). Analyzing video records of mathematics teaching practice to support teachers’ learning. In Proceedings of American Education Research Association- Annual Meeting. San Francisco.
Kumar, R. S., & Subramaniam, K. (2013). Elementary Teacher’s belief about teaching of mathematics. In G. Nagarjuna, A. Jamakhandi, & E. M. Sam (Eds.), Proceedings of epiSTEME-5: International Conference to Review Research on Science, Technology and Mathematics Education. Margao, India: CinnamonTeal Publishing.
Kumar, R.S., & Subramaniam, K. (2012). Understanding teachers’ concerns and negotiating goals for teaching: Insights from collaborative lesson planning. In Proceedings of the 12th International Congress on Mathematical Education- 12, (pp. 5157 – 5166). Seoul, South Korea: ICME.
Naik, S., & Ball, D. (2012). Teacher learning through organized experiences. In Proceedings of 12th International Congress of Mathematical Education. Seoul, South Korea: ICME.
Takker, S., & Subramaniam, K. (2012). Understanding teacher’s knowledge of and responses to students’ mathematical thinking. In Proceedings of the 12th International Congress on Mathematical Education- 12, (pp. 4906 – 4915). Seoul, South Korea: ICME.
Kumar, R.S., Dewan, H., & Subramaniam, K. (2012). The preparation and professional development of mathematics teachers. In R. Ramanujam, & K. Subramaniam (Eds.), Mathematics Education In India: Status and Outlook. (pp. 151-182). Mumbai: Homi Bhabha Centre for Science Education.
Kumar, R. S., & Subramaniam, K. (2012). One teachers struggle to teach equivalent fractions with meaning making. In Proceedings of the 36th conference of the International group for the Psychology of Mathematics Education, (Vol. 4, pp. 290), Taipei, Taiwan: PME.
Kumar, R. S., & Subramaniam, K. (2012). Interaction between belief and pedagogical content knowledge of teachers while discussing use of algorithms. In Proceedings of the 36th conference of the International group for the Psychology of Mathematics Education, (Vol. 1, pp. 246). Taipei, Taiwan: PME.
Takker, S., & Subramaniam, K. (2012). Towards Conceptualizing a Teaching Sequence to Promote Early-Algebraic Thinking. In Proceedings of National Meet on Celebration of National Year of Mathematics, Department of Education in Science and Mathematics, New Delhi: NCERT.
Kumar, R. S., & Subramaniam, K. (2011). Collaborative approach for continuous in-service teacher professional development. In Abstracts of National Seminar on Current Issues in Teacher Education, CASE, Dept. of Education, Faculty of education and psychology, (pp. 39-40). The Maharaja Sayajirao University of Baroda, Vadodara, India.
Takker, S. (2011). Using Classroom-based Tasks as Contexts for Reflection and Situating Teacher Learning. In National Seminar on Preparation and Professional Development of Teacher Educators: A Report, Regional Institute of Education. Mysore: NCERT.
Naik, S. (2009). Understanding teacher’s mathematical knowledge using non-typical examples. The Indian Educational Researcher. ISSN: 0974-2123.
Naik, S. (2008). The measures for understanding teachers’ mathematical knowledge for teaching fractions – how do they really work?. In Proceedings of International Conference of Mathematical Education- 11, (Vol. TSG27). Mexico: ICME.
Subramaniam, K. (2004). Innovative Practices in Mathematics Education: An Overview. In Proceedings of the National Conference on Enhancing Learning in Elementary Schools. Bangalore, India: Azim Premji Foundation, Bangalore.
Subramaniam, K. (2003). Elementary Mathematics: A Teaching Learning Perspective. Economic and Political Weekly, Special issue on the Review of Science Studies: Perspectives on Mathematics, (Vol 37(35). pp. 3694 – 3702.