, Mumbai campus
M.Sc. in Mathematics, Ph.D. in Mathematics Education, HBCSE (TIFR), Bombay
Arindam Bose is an Associate Professor at the Centre for Education Innovation and Action Research (CEIAR), TISS, Mumbai. He is also the Team Lead, Mathematics Team in the Connected Learning Initiative (CLIx) Project and Coordinator of the Science and Mathematics Education Group, CEIAR, TISS, Mumbai.
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), 1073-1084. DOI: 10.1007/s11858-014-0607-x. ISSN: 1863-9690 (Print) 1863-9704 (Online).
Bose, A. (2011). Knowing the world better through mathematics: Bringing together “critical mathematics education” and “everyday mathematics”. The Mathematics Teacher, 47(3 & 4), 169-186. ISSN: 0972-2440.
Bose, A., Sharma, A., and Mishra, K. K. (2011). Samachar-patron mein surya-grahan: Ek shaikshik evam vishleshanatmak adhyayan. Vijnana Parishad Anusandhan Patrika, 54(2), 37-44, Prayag: Vigyan Parishad. ISSN: 0505-5806.
Moschkovich, J., Wagner, D., Bose, A., Mendes, J. R., Schutte, M. (Eds.). (2018). Language and communication in mathematics education: International perspectives. ICME-13 Monograph. Cham, Switzerland: Springer International Publishing. DOI: https://doi.org/10.1007/978-3-319-75055-2 Print ISBN: 978-3-319-75054-5.
Phakeng, M., Planas, N., Bose, A. & Nujurai, E. (2018). Teaching and learning mathematics in trilingual classrooms: Learning from three different continents. In Roberta Hunter, Marta Civil, Beth Herbel-Eisenmann, David Wagner & Nuria Planas (Eds.). Mathematical discourse that breaks barriers and creates space for marginalized learners (pp. 277-304). Rotterdam: Sense Publishers. ISBN: 978-94-6351-210-7.
Bose, A. & Clarkson, P. (2016). Relating multilingual 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. ISBN: 978-94-6300-227-1 (paperback).
Prediger, S. Clarkson, P. & Bose, A. (2015). 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. New ICMI Study Series (NISS), pp. 193-215. Dordrecht: Springer. ISBN 978-3-319-14511-2.
Sarangapani, P., Singh, A., Bose, A., Jayendran, N., Dhakulkar, A., Desai, A., Srikanth, S., Sanyal, S., Ramanathan, A., Balli, O., Bharti, N., Raju, P. (2017). Evaluation of centrally sponsored scheme on teacher education in States/Uts. A Report. Submitted to Ministry of Human Resource and Development, Govt. of India. Mumbai: Tata Institute of Social Sciences.
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/downloads/giz2014-en-studie-teaching-numeracy-preschool-early-grades-numeracy.pdf
PhD Dissertation Thesis
Bose, A. (2014a). Work, knowledge and identity: Implications for school learning of out-of-school mathematical knowledge. Unpublished PhD dissertation thesis. Mumbai: Homi Bhabha Centre for Science Education, TIFR.
In Conference Proceedings (Peer reviewed)
Bose, A. & Feza, N. N. (2018). Additive model of language policy and hybridity: Glimpses from numeracy learning in early grades in a South African province. In S. Ladage & S. Narvekar (Eds.), Proceedings of epiSTEME 7 — International Conference to Review Research on Science, Technology and Mathematics Education, p. 97 - 106. India: Cinnamon Teal. ISBN 978–93–86301–75–8.
Bose, A. & Phakeng, M. (2017). Language practices in multilingual mathematics classrooms: Lessons from India and South Africa. In B. Kaur, W.K. Ho, T.L. Toh, & B.H. Choy (Eds.). Proceedings of the 41 st Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 177-184. Singapore: PME. ISBN: 978-981-11-3742-6.
Bose, A. (2017). Social nature of mathematical reasoning: Problem solving strategies of middle graders with diverse out-of-school experience. In A. Chronaki (Ed.). Mathematics Education and Life at Times of Crisis - Proceedings of the Ninth International Mathematics Education and Society Conference, Volume 2, pp. 401-412. Volos, Greece: MES. ISBN: 978-960-9439-49-7.
Bose, A. (2016). Measurement learning in school and outside. In B. Goba & J. Naidoo (Eds.). Proceedings of the 22nd Annual National Congress of the Association for Mathematics Education of South Africa, Volume 1, pp. 124-136. Mbombela, Mpumalanga: AMESA. ISBN: 978-0-620-71522-5.
Bose, A., Marcone, R. & Kumar, V. (forthcoming). Non-typical learning sites: A platform where foreground interplays with background. Proceedings of the 13th International Congress on Mathematical Education (ICME-13). Hamburg: Germany.
Bose, A. & Subramaniam, K. (forthcoming). Implications of out-of-school knowledge of measurement for school learning. Proceedings of the 13th International Congress on Mathematical Education (ICME-13). Hamburg: Germany.
Bose, A. Subramaniam, K. & Phakeng, M. (forthcoming). Identity fostered language communication in a mathematics classroom: an analysis. Proceedings of the 13th International Congress on Mathematical Education (ICME-13). Hamburg: Germany.
Bose, A. & Subramaniam, K. (2015). “Archaeology” of measurement knowledge: Implications for school math learning. In S. Mukhopadhyay & B. Greer (Eds.), 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. (2014b). 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. ISSN 0771-100X , Vol. 2 ISBN 978-0-86491-362-3 , Set ISBN: 978-0-86491-360-9.
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.
Bose, A. & Subramaniam, K. (2013). Characterising work-contexts from a mathematics learning perspective. In Nagarjuna, G., A. Jamakhandi & E. M. Sam (Eds.). Proceedings of epiSTEME-5: International conference to review research on Science, TEchnology and Mathematics Education, pp. 173-179, Margao, India: CinnamonTeal Publishing. ISBN: 978-93-81542-83-5.
Bose, A. & Subramaniam, K. (2012). Profile of students' arithmetical knowledge acquired in and outside school. Proceedings of the 12th International Congress on Mathematical Education (ICME-12), p. 7386, Seoul, Korea: ICME.
Prediger, S., Clarkson, P. C. & Bose, A. (2012). A way forward for teaching in multilingual contexts: Purposefully relating multilingual registers. Proceedings of the 12th International Congress on Mathematical Education (ICME-12), pp. 6213-6222, Seoul, Korea: ICME.
Subramaniam, K. & Bose, A. (2012). Measurement units and modes: The Indian context. Proceedings of the 12th International Congress on Mathematical Education (ICME-12), pp. 1974-1983, Seoul, Korea: ICME.
Bose, A. & Subramaniam, K. (2011a). Exploring school children's out of school mathematics. In Ubuz, B. (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 177-184, Ankara, Turkey: PME. ISSN: 0771-100X, ISBN: 978-975-429-296-1.
Bose, A. & Subramaniam, K. (2011b). Exploring school children's 'everyday' mathematical knowledge. Poster Presentation. In Ubuz, B. (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 477, Ankara, Turkey: PME. ISSN: 0771-100X, ISBN: 978-975-429-294-7.
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, Sào Paulo, Brazil. ISBN: 978-1-86888-682-1.
Bose, A. & Choudhury, M. (2010). Language Negotiation in a Multilingual Mathematics Classroom: An Analysis. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd Conference of the Mathematics Education Research Group of Australasia, Inc., Fremantle, Australia: MERGA. (pp. 93-100). ISBN: 978-1-920846-25-1. Available at http://www.merga.net.au/documents/MERGA33_Bose&Choudhury.pdf
Bose, A. (2009). Mathematical Riddles among the Mushars: Linked to a Historical Tradition? Poster Presentation. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.). Proceedings of the 33rd Conference Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, pp. 439. Thessaloniki, Greece: PME.
Currently, I am engaged in these research projects:
MA in Education (Elementary):
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