# Research Publications

#### Go here for Curricular and Co-curricular Resources

### Books

Sriraman, B., Cai, J., Lee, K., Lianghuo, F., Shimuzu, Y., Lim, C. S., & Subramaniam, K. (Eds.). (2015). *The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia, and India*. Charlotte, North Carolina: Information Age Publishing.

Kharatmal, M., Kanhere, A., & Subramaniam, K. (Eds.). (2012). *Proceedings of the National Initiative on Mathematics Education*. Mumbai: Homi Bhabha Centre for Science Education.

Naik, S. S., & Mavalankar, A. T. (2010). Ganit Sikshanatil Kahi Mahatvachi Vachane: Sikshan Adhayapan Sahitya, Bhaag 1. Mumbai, India: Homi Bhabha Centre for Science Education.

Ramanujam, R., & Subramaniam, K. (Eds.). (2012). *Mathematics Education in India: Status and Outlook*. Mumbai: Homi Bhabha Centre for Science Education.

Sriraman, B., Cai, J., Lee, K., Lianghuo, F., Shimuzu, Y., Lim, C. S., & Subramaniam, K. (Eds.). (2012). *Abstracts of the First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia, and India*. Charlotte, North Carolina: Information Age Publishing.

### In Books

Bose, A. & Clarkson, P. (2016). Students’ use of their languages and registers: An example of the socio-cultural role of language in multilingual classrooms. In A. Halai & P. Clarkson (Eds.), *Teaching and learning mathematics in multilingual classrooms: Issues for policy and practice*. Rotterdam, The Netherlands: Sense Publishers.

Prediger, S. Clarkson, P. & Bose, A. (2016). Purposefully relating multilingual registers: Building theory and teaching strategies for bilingual learners based on an integration of three traditions. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Phakeng, P. Valero & U. M. Villavicencio (Eds.), *Mathematics Education and Language Diversity – The 21st ICMI Study, **(*pp. 193-215). Dordrecht: Springer.

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.

Sridharan, R., & Subramaniam, K. (2015). Representations of numbers and the Indian mathematical tradition of combinatorial problems. 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. 1749–1767). Information Age Publishing.

Subramaniam, K. (2015). Introduction to the India section. 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. 1507–1513). Information Age Publishing.

Kumar, R. S., Subramaniam, K., & Naik, S. (2012). Professional development of In-service mathematics teachers in India. In B. Sriraman, J. Cai, K. H. Lee, F. Lianghuo, Y. Shimizu, L. C. Sam, & K. Subramaniam (Eds.), *Abstracts of the First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India,* (pp. 207 – 211). Charlotte, North Carolina: Information Age Publishing, Inc.

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.

Subramaniam, K., & Banerjee, R. (2011). The arithmetic-algebra connection: A historical-pedagogical perspective. *Early Algebraization: A Global Dialogue from Multiple Perspectives*, 87–107: Springer.

### In Journals

D’Souza, R. (2016). Where did/ do mathematical concepts come from? *For the Learning of Mathematics*, 36(1): 25-27.

D’Souza, R. (2016). Ableism and the ideology of merit. *For the Learning of Mathematics*, 36(3): 21-23.

Kumar, R. S., & Subramaniam, K. (2015). From ‘Following’ to going beyond the textbook: In-service 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). Teachers’ construction of meaning of signed quantities and integer operation. *Journal of Mathematics Teacher Education*, 18(6), 1 – 34. Dordrecht: Springer. doi: 10.1007/s10857-015-9340-9

Bose, A., & Kantha, V. K. (2014). Influence of socio-economic background and cultural practices on mathematics education in India: A contemporary overview in historical perspective. *ZDM – The International Journal on Mathematics Education*, 46(7). DOI: 10.1007/s11858-014-0607-x.

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.

Banerjee, R., & Subramaniam, K. (2012). Evolution of a teaching approach for beginning algebra. *Educational studies in mathematics,* 80(3): 351-367.

Takker, S. (2011). Reformed curriculum framework: Insights from teachers’ perspective. *Journal of Mathematics Education at Teachers College,* 2(1). USA.

Naik, S. (2009). Understanding teacher’s mathematical knowledge using non-typical examples. *The Indian Educational Researcher**. *ISSN: 0974-2123.

Subramaniam, K., & Padalkar, S. (2009). Visualization and reasoning in explaining the phases of the moon. *International Journal of Science Education*, *31*(3), 395–417.

Subramaniam, K. (2003). Elementary mathematics: A teaching learning perspective. *Economic and Political Weekly**, Special Issue on the Review of of Science Studies: Perspective on Mathematics. *37 (35)*. *3694–3702.

### In Proceedings

D’Souza, R. (2016). Challenging ableism by teaching processes rather than concepts. In Proceedings of the *13th International Congress on Mathematical Education*, Hamburg, Germany: ICME.

Rehman, J., & Subramaniam, K. (2016). Constructing the concept of area measurement in a classroom. In *Proceedings of the 13th International Congress on Mathematical Education,* Hamburg, Germany: ICME.

Takker, S., & Subramaniam, K. (2016). Changing teacher knowledge-in-practice: The case of Decimal Fractions. In Proceedings of the *13th International Congress on Mathematical Education*, Hamburg, Germany: ICME

Bose, A. & Subramaniam, K. (2016). Implications of out-of-school knowledge of measurement for school learning. In *Proceedings of the 13th International Congress on Mathematical Education,* Hamburg, Germany: ICME.

Banerjee, R., & Subramaniam, K. (2015). Emerging ideas of generalization, proof and proving among grade 6 students. In Proceedings of *epiSTEME-6: International conference to review research on Science, TEchnology and Mathematics Education*, Mumbai, India: Cinnamonteal publishing.

Bose, A. & Subramaniam, K. (2015). “Archaeology” of measurement knowledge: Implications for school math learning. In S. Mukhopadhyay & B. Greer (Eds.), In *Proceedings of the 8th Annual Conference of Mathematics Education and Society (MES), Vol. 2, *pp. 340-354. Portland, USA: MES. ISSN: 2077-9933.

Phakeng, M., Bose, A. & Planas, N. (2015). A reflection on mathematics education and language diversity in PME conferences. In K. Beswick, T. Muir, & J. Wells (Eds.). Proceedings of 39th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 9-16. Hobart, Australia: PME.

Bose, A. (2014). Revisiting transfer of learning in mathematics: Insights from an urban low-income settlement. In P. Liljedahl, C. Nicol, S. Oesterle & D. Allan (Eds.). *Proceedings of the Joint Meeting of PME 38 and PME-NA 36*, Vol. 2, pp. 177-184. Vancouver, Canada: PME.

Bose, A., & Subramaniam, K. (2013). Characterizing work-context from mathematics learning perspective. In G. Nagarjuna, A. Jamakhandi, & E. M. Sam (Eds.), *Proceedings of epiSTEME-5: International conference to review research on Science, TEchnology and Mathematics Education,* (pp. 173–179). Mumbai, India: Cinnamonteal publishing.

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., & 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*, (pp. 247–254). Mumbai, India: Cinnamonteal publishing.

Marcone, R. & Bose, A. (2014). Platform 3: Where foreground meets background. In P. Liljedahl, C. Nicol, S. Oesterle & D. Allan (Eds.). Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 6, p. 165. Vancouver, Canada: PME.

Rahaman, J., Subramaniam, K., & Chandrasekharan, S. (2013). A network model of the mathematical concept of area. In G. Nagarjuna, A. Jamakhandi, & E. M. Sam (Eds.), *Proceedings of epiSTEME-5: International conference to review research on Science, TEchnology and Mathematics Education, (pp. 300–306). Mumbai, India: Cinnamonteal publishing.*

Subramaniam, K. (2013). Research on the learning of fractions and multiplicative reasoning: A review. In S. Chunawala (Ed.), *The epiSTEME reviews: Research Trends in Science, Technology and Mathematics Education*, (Vol. 4). New Delhi, India: Macmillan.

Takker, S., Kanhere, A., Naik, S., & Subramaniam, K. (2013). From relational reasoning to generalization through number sentence tasks. In G. Nagarjuna, A. Jamakhandi, & E. M. Sam (Eds.), *Proceedings of epiSTEME-5: International conference to review research on Science, TEchnology and Mathematics Education,* (pp. 336–342). Mumbai, India: Cinnamonteal publishing.

Bose, A., & Subramaniam, K. (2012). Profile of the student’s arithmetical knowledge acquired in and outside school. In *Proceedings of the 12th International Congress on Mathematics Education*, (p. 7386). Seoul, South Korea: ICME. (poster)

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.

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). Understanding teachers’ concerns and negotiating goals for teaching: Insights from collaborative lesson planning. In *Proceedings of the 12th International Congress on Mathematical Education,* (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.

Prediger, S., Clarkson, P. C., & Bose, A. (2012). A way forward for teaching in multilingual contexts: Purposefully relating multilingual register. In *Proceedings of the 12th International Congress on Mathematical Education*, (pp. 6213–6222). Seoul, South Korea: ICME. Retrieved

Rahaman, J., Subramaniam, K., & Chandrasekharan, s. (2012). Exploring the connection between multiplicative thinking and the measurement of area. In *Proceedings of the 12th International Congress on Mathematical Education*, (pp. 1964–1973). Seoul, South Korea: ICME.

Subramaniam, K. (2012). Does participation in household based work create opportunities for learning mathematics? In *Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education*, (Vol. 1, pp. 107–112). Taipei, Taiwan: PME.

Subramaniam, K., & Bose, A. (2012). Measurement modes and units: The Indian context. In *Proceedings of the 12th International Congress on Mathematical Education,* (pp. 1974–1983). Seoul, South Korea: ICME.

Takker, S., & Subramaniam, K. (2012). Towards conceptualizing a teaching sequence to promote early-algebraic thinking. In *Proceedings of the National Meet on Celebration of National Year of Mathematics*. New Delhi, India: NCERT.

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,* (pp. 4906–4915). Seoul, South Korea: ICME.

Bose, A., & Subramaniam, K. (2011). Exploring school children’s “everyday” mathematical knowledge. In E. Ubuz (Ed.), *Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education,* (Vol. 1, p. 477). Ankara, Turkey: PME. (poster)

Choudhury, M., & Bose, A. (2011). An investigation of the role of language negotiations in a multilingual mathematics classroom. In M. Setati, T. Nkambule, & L. Goosen (Eds.), *Mathematics and Language Diversity: Proceedings of the ICMI Study 21 Conference,* (pp. 28–37). Sao Paulo, Brazil.

Subramaniam, K. (2011). Connecting to the folk of mathematical culture through puzzles. In B. Ubuz (Ed.), *Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education*, (Vol. 1, p. 396). Ankara, Turkey: PME.

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 Educator: A Report*, Regional Institute of Education. Mysore: NCERT.

Bose, A., & Choudhury, M. (2010). Language negotiation in a multilingual mathematics classroom: An analysis. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), *Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia,* (pp. 93–100). Australia: Fremantle.

Subramaniam, K., & Naik, S. (2010). Attending to language, culture and children’s thinking as they learn fractions. In M. M. F. Pinto & T. F. Kawasaki (Eds.), *Proceedings of the 34th International Conference for Psychology in Mathematics Education*. Belo Horizonte, Brazil: PME.

Bose, A. (2009). Mathematical riddles among the Mushars: Linked to historical tradition? In M. Tzekaki, M. Kaldrmidou, & H. Sakonidis (Eds.), *Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education,* (Vol. 5, p. 439). Thessaloniki, Greece: PME.

Banerjee, R., Subramaniam, K., & Naik, S. (2008). Briding arithmetic and algebra: Evolution of a teaching sequence. In O. Figueras, et. al. (Eds.), *Proceedings of the Joint Meeting of International Group for the Psychology of Mathematics Education- 32 and PME-NA XXX 29,* (Vol. 4, pp. 17–24). Morelia, Mexico: PME.

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.

Naik, S., & Subramaniam, K. (2008). Integrating the measure and quotient interpretation of fractions. In O. Figueras (Ed.), *Proceedings of the Joint Meeting of ** International Group for the Psychology of Mathematics Education- 32 and PME-NA XXX 29,* (Vol. 4, pp. 17 – 24). Morelia, Mexico: PME.

Subramaniam, K. (2008). Drawing from cognitive studies of mathematical learning for curriculum design. In *Proceedings of the International Conference of Mathematics Education*. Monterrey, Mexico.

Subramaniam, K. (2008). What mathematics does everyone need to learn. In *Proceedings of the Core Group Workshop on Science Education in India*. Mumbai, India: Homi Bhabha Centre for Science Education.

Subramanian, J., Subramaniam, K., Naik, S., & Verma, B. (2008). Combining share and measure meaning of fractions to facilitate students’ reasoning. In *proceedings of the International Conference of Mathematics Education*. Monterrey, Mexico.

Banerjee, R., & Subramaniam, K. (2007). Exploring student’s reasoning with algebraic expressions. In *Proceedings of the 30th International Conference for the Psychology of Mathematics Education*. Seoul, South Korea: PME. (poster)

Padalkar, S., & Subramaniam, K. (2007). Reasoning processes underlying the explanation of the phases of the moon. In *Proceedings of epiSTEME-2: International conference to review research on Science, TEchnology and Mathematics Education,* (pp. 121–125). New Delhi, India: Macmillan.

Subramaniam, K. (2007). Is school mathematics all about recipes for calculation? In *Proceedings of the Conference on Technology and Innovation in Mathematics Education*. I.I.T, Mumbai.

Subramaniam, K., & Naik, S. S. (2007). Extending the meaning of the fraction notation: A teaching Experiment. In *Proceedings of epiSTEME-2: International conference to review research on Science, TEchnology and Mathematics Education,* (pp. 223–227). New Delhi, India: Macmillan.

Banerjee, R., & Subramaniam, K. (2005). Developing procedure and structure sense of arithmetic expressions. In H. L. Chick & J. L. Vincent (Eds.), *Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education*. Melbourne, Australia: PME.

Banerjee, R., Subramaniam, K., & Naik, S. S. (2005). Designing an instructional sequences for transiting from arithmetic to algebra in the middle school. In *Proceedings of epiSTEME-2: International conference to review research on Science, TEchnology and Mathematics Education,* (pp. 218 – 222). New Delhi, India: Macmillan.

Naik, S. S., Banerjee, R., & Subramaniam, K. (2005). Understanding student’s reasoning while comparing expressions. In P. Clarkson, et. al. (Ed.), *Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia*. Melbourne, Australia: MERGA.

Banerjee, R., & Subramaniam, K. (2004). Term as a bridge concept between arithmetic and algebra. In *Proceedings of epiSTEME-1: International conference to review research on Science, TEchnology and Mathematics Education*, (pp. 76–77). Mumbai, India: Homi Bhabha Centre for Science Education.

Naik, S. S., Banerjee, R., & Subramaniam, K. (2004). Students’ use of language and symbols in reasoning about arithmetic expression. In *Proceedings of epiSTEME-1: International conference to review research in Science, TEchnology and Mathematics Education*, (pp. 92–94). Mumbai, India: Homi Bhabha Centre for Science Education.

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.

Subramaniam, K. (2004). Naming practices that support reasoning about and with expressions. In *Proceedings of the 10th International Congress on Mathematics Education*. Denmark: ICME.

Subramaniam, K., & Banerjee, R. (2004). Teaching arithmetic and algebraic expressions. In M. J. Hoines & A. B. Fuglestad (Eds.), *Proceedings of the 28th Conference of Psychology of Mathematics Education,* (Vol. 3, pp. 121–128). Bergen, Norway: PME.

Subramaniam, K. (2002). The Homi Bhabha curriculum in primary mathematics: Background and overview. In *Proceedings of the Science Technology and Mathematics Education for Human Development,* (Vol. 1). Mumbai, India: Homi Bhabha Centre for Science Education.

### Expository Writings

Takker, S. (In Press). Teachers’ voices on the national curriculum framework. *TISS** Reader*, Mumbai, India: Tata Institute of Social Science.

D’Souza. R., & Takker. S. (2014, July). Learning mathematics through puzzles: No solution is also a good solution. *At Right Angles*, 3(2), pp. 18-22. Azim Premji University, Bangalore, India: SCPL.

Subramaniam, K. (2010). When you don’t know the solution to a problem? *At Right Angles*, 2 (1). Azim Premji University, Bangalore, India: SCPL.

Bose, A. (2011). Knowing the world better through mathematics: Bringing together “critical mathematics education” and “everyday mathematics.” In *The Mathematics Teacher,* Vol. 47, pp. 169 – 185. Chennai: AMTI.

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*, (pp. 39–40). The Maharaja Sayajirao University of Baroda, Vadodara, India.

Subramaniam, K. (2010, March). Culture in the learning of mathematics, *Learning Curve*, XIV, pp. 26–28. Bangalore, India: Pragathi Prints.

Dhakulkar, A., & Subramaniam, K. (2007). Mathematical literacy and situated social knowledge: Understanding revolving credit. In *Proceedings of Indian Social Science Congress*.

Subramaniam, K. (2005, March). What is mathematics education research and why is it important? *Learning Curve*, (5). Bangalore, India: Pragathi Prints.

Naik, S., & Pradhan, H.(2004). Series: Pythagorean triplet, Mathematical Patterns (2004); Fractal Geometry (2005); Divisibility tests in Mathematics- I (2005); Divisibility tests in Mathematics –II (2005); Geometric Numbers (2006). *Vidnyan Patrika (Science Magazine)*. Marathi Vidnyan Parishad, Mumbai.

Subramaniam, K. (2004). *ICME-10 report, Bulletin of International Commission on Mathematics Instruction*.

Pradhan, H., & Naik, S. (2003). Number Sense, *Mathematics Education special issue on the occasion of silver Jubilee of Mathematics Teaching Centre*. Brihnmumbai Ganit Adhyapak Mandal, Mumbai.

Subramaniam, K. (2002). Working with Fraction, Unit for course on teaching of primary mathematics, *Indira Gandhi National open University*: PMT.

Olson, D. (1996). *Cognitive consequences of literacy*, Vivek9(2). Lecture notes written by K. Subramaniam.

Singh, V. (1995). *Epistemology of the natural and the social *science, Vivek 8(4)*. *Lecture notes written by K. Subramaniam.

Subramaniam, K. Problem solving in geometry. Lecture notes written by K. M. Bhatt.

### Internal and Technical Reports

Atweh, B., Bose, A., Graven, M., Subramanian, J., & Venkat, H. (2014). Teaching numeracy in pre-school and early grades in low-income countries. Bonn: Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH , German Federal Ministry for Economic Cooperation and Development (BMZ). Available at: https://www.giz.de/expertise/

Shokeen, E. (2016, June). Activities on Origami, symmetry, conversion and scaling, and time. (Edited by Shweta Naik). Mumbai, India: Homi Bhabha Centre for Science Education.

Padalkar, S. (2006, May). *Moon in the sky: Project in visuospatial reasoning* (Internal Report). Project Supervisor: K. Subramaniam.

Saibaba, L., Subramaniam, K., & Bandyopadhyay, A. (2005). *Mathwiki: A Resource for Problem Solving* (Technical Report). Mumbai, India: Homi Bhabha Centre for Science Education.

Subramaniam, K., Vasudeva, M. V., & Fernando, A. V. L. (1999). *Exploring mathematics: Dissections and graphs* (Technical Report No. 44). Mumbai, India: Homi Bhabha Centre for Science Education.

Subramaniam, K., & Sahoo, P. K. (1999). *Threads in time: Historical connection to school mathematics* (Technical Report No. 45). Mumbai, India: Homi Bhabha Centre for Science Education.

Bhatt, K. M., & Subramaniam, K. (1997). *Geometry through collage: Boosting performance in school geometry*. Mumbai, India: Homi Bhabha Centre for Science Education.

Subramaniam, K., & Bhatt, K. M. (1997). *Activities for school mathematics laboratory* (Technical Report No. 37). Mumbai, India: Homi Bhabha Centre for Science Education.

Subramaniam, K., Pradhan, H. C., & Sule, R. (1996). *Evaluation of Gammat Jatra (educational fun fair)*. Mumbai, India: M-east and M-west wards.