WEB PROFILE

Dr Arindam Bose

Qualification

M.Sc. in Mathematics, Ph.D. in Mathematics Education, HBCSE (TIFR), Bombay

Contact

arindam.bose[at]tiss[dot]ac[dot]in

arindambose.ab[at]gmail[dot]com

Arindam Bose is an Associate Professor at the Centre of Excellence in Teacher Education (CETE, formerly CEIAR), TISS, Mumbai. He is a Collaborative Professor in the Postgraduate Programme of Mathematics and Science Teaching (PECMA) in Federal University of São Paulo (UNIFESP), Brazil.

He is the Team Lead, Mathematics Team in the Connected Learning Initiative (CLIx) Project and Coordinator of the STEM Research Group, CETE-TISS. He is also the Field Attachment Coordinator of the MA Education and Integrated BEd-MEd courses, TISS Mumbai.

Currently Arindam is the Vice President of the International Group for the Psychology of Mathematics Education (IGPME) and a member of the International Commitee (IC) of the Mathematics Education and Society (MES) Group.

Research Interests:

- Out-of-school mathematics and implications for school math learning
- Language diversity and mathematics learning
- Sociology of Mathematics education, Ethnomathematics, Implications of cultural practices on mathematical cognition
- Number Theory

Miarka, R., Maltempi, M., V., Breda, A., Farsani, D. & Bose, A. (2023). Editorial. Among the editorial policies of different countries and contexts, what effects do we produce and what effects do we wish for the research in Mathematics Education? *Bolema, 37*(77), p.xviii-xxxiii, dec. 2023.

Singh, A., Shaikh. R., Bhaskar, T., Bose, A., Padalkar, S. (2023). Learning in practice: An ethnographic exploration of the meaning of learning at a maritime training institute. *Indian Journal of Vocational Education, 35* (G20 Special Edition), pp. 95-100.

Bose, A. & Farsani, D. (2023). ‘Glocali(s)zation’ in mathematics education. *For the Learning of Mathematics, 43*(3), 22-24.

Edited Volumes

Ramchand, M., Khunyakari, R. & **Bose, A**. (Eds). (2022). Learning without Burden: Where are we a quarter century after Yash Pal Committee Report?. Routledge.

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.

Book Chapters

**Bose, A**. (2022). Mathematics embedded in community-based practices: Landscape of investigation for examining social (in)justice? In M. G. Penteado & O. Skovsmose (eds.), Landscapes of Investigation: contributions to Critical Mathematics Education (pp. 69-92). Cambridge, UK: Open Book Publishers. https:// doi.org/10.11647/OBP.0316

**Bose, A**., Ramchand, M. & Khunyakari, R. (2022). Epilogue. In M. Ramchand, R, Khunyakari & A. Bose (Eds). Learning without Burden: Where are we a quarter century after Yash Pal Committee Report (pp. 423-425). Routledge.

Khunyakari, R., Ramchand, M. & **Bose, A**. (2022). Unpacking the construct of burden. In M. Ramchand, R, Khunyakari & A. Bose (Eds). Learning without Burden: Where are we a quarter century after Yash Pal Committee Report (pp. 1-33). Routledge.

Ramchand, M., **Bose, A**. & Khunyakari, R. (2022). Reflections on the process and impact of the Learning Without Burden Report: Key take-aways from the interviews of two members of the National Advisory Committee. In M. Ramchand, R, Khunyakari & A. Bose (Eds). Learning without Burden: Where are we a quarter century after Yash Pal Committee Report (pp. 353-421). Routledge.

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 21*^{st}* ICMI Study.* *New ICMI Study Series *(NISS), pp. 193-215. Dordrecht: Springer. ISBN 978-3-319-14511-2.

National Reports

Thirumalai, B., Rammohan, L, Barman, P., Ahuja, T. & **Bose, A**. (2023). Situational Analysis Report of the DIETs in Uttar Pradesh. Submitted to the SCERT, Lucknow. Mumbai: Tata Institute of Social Sciences (TISS).

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.

International 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/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)

Thakur, S., Bose, A. & Kumar, R. (2020). Missed opportunities: instances from geometry lessons. In K. K. Mashood, T. Sengupta, C. Ursekar, H. Raval & S. Dutta (Eds.). Proceedings of epiSTEME 8 — International Conference to Review Research on Science, Technology and Mathematics Education (pp. 308 - 318). Mumbai, India: Gaurang Publishing Globalize Pvt. Ltd. ISBN: 978-81-94156-79-6.

Kumar, R., Srinivas, S., Bose, A., Rahaman, J., Thakur, S. & Bapat, A. (2019). Examining knowledge demands for teaching class inclusion of quadrilaterals. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 504-510). Pretoria, South Africa: PME. ISBN: 978-0-6398215-2-8.

Srinivas, S., Rahaman, J., Kumar, R. & Bose, A. (2019). Analysing the role of language in students’ conception of parallel lines. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 327-334). Pretoria, South Africa: PME. ISBN: 978-0-6398215-4-2.

Bose, A. & Marcone, R. (2019). Non-Typical learning sites: A platform where foreground interplays with background. In J. Subramanian (Ed.). Mathematics Education and Society - Proceedings of the tenth annual conference of Mathematics Education and Society Conference. Hyderabad: MES10. ISSN: 2077-9933.

Marcone, R., Parra, A., Bose, A., Alshwaikh, J., Gonzalez, M. & D’Souza, R. (2019). “Crisis” - The new normal: Fake (post-factual) mathematics education. In J. Subramanian (Ed.). Mathematics Education and Society - Proceedings of the tenth annual conference of Mathematics Education and Society Conference. Hyderabad: MES10. ISSN: 2077-9933.

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:

- Team Lead, Mathematics Curriculum Team, CLIx Project, CEIAR.
- Teacher Educators' Masters Programme (TEMP), Afghanistan 2018-2020.
- Co-investigator, Language diversity and mathematics learning: A comparative study of three countries - Catalonia-Spain, India and South Africa.
- Work, Knowledge and Identity: Implications for school learning of out-of-school mathematical knowledge.
- EsCo Project led by University of Oxford.

Taught/co-taught:

MA in Education (Elementary):

- Pedagogy of Mathematics
- Child Development, Cognition and Learning - I & II
- Philosophy of Education

MA Education & BEd-MEd (Integrated)

- Mathematics Education - I & II
- History of Education

TEMP - Afghanistan (Teacher Educators' Masters Programme)

- Mathematics Education - I & II
- Child Development, Cognition and Learning - II

MPhil-PhD:

- Culture and Cognition (Seminar course)

Foundation course (for all Masters programme in TISS)

- Module on Education

Courses taught in UNIFESP (Federal University of São Paulo), Brazil

[in the PECMA Programme (Masters and Doctoral courses)]

- Culture and Cognition
- Academic Writing
- Philosophy of Science

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