Papers Presented

An Analysis of Graphs in School Textbooks

Amit Dhakulkar and Nagarjuna G.

Abstract:

In this study the sample of textbooks that was considered for the analysis are the NCERT textbooks (from Grade 5 to Grade 10, in
the subjects of Science, Mathematics and Social Sciences). The results of the quantitative analysis on the frequency of occurrence, types and
features of the graphs present in the textbooks were presented.

epiSTEME 4 International Conference to Review Research on Science, Technology and Mathematics Education,

Epicyclical Astronomy: A Case for Geogebra

Amit Dhakulkar and Nagarjuna G.

Abstract:

Epicycles were historically used by the ancient Greeks to explain the retrograde motion of planets. This episode in history of
science is used as a case to show how we can use computer simulations to visualize complex, abstract ideas and difficult to imagine
constructions. We present here a method developed using the dynamic mathematics software GeoGebra, to teach the concept of epicycles.

Graphing the World!

Amit Dhakulkar, Nagarjuna G

The use of graphs to teach science at school level is under utilised. In this work we want to present an approach to address this problem. We want to teach graphing skills to the students, that will enable and empower them to explore, analyze and interpret the physical world around them. We want to provide the school children with cheap electronic and computer based platforms for this purpose. The use of computers will ease the collection and display of data, thus leaving more time for the analysis. A variety of sensor elements will be needed for this purpose. Some of the examples would include 

light, temperature, humidity, distance and magnetic sensors. Along with these sensors we need to provide appropriate instructional activities and software to observe and analyze the data. We want the students to be able to make, read and analyze graphs; we want to make them graphically literate. 

Both the software and hardware used for this purpose should be free and open source [FOSS]. We have two such platforms in mind for this purpose. Phoenix is a versatile tool which provides the users with analog and digital input/output capabilities. Phoenix allows you to develop science experiments by connecting sensor and control elements to a computer and access, analyze the data through. The other platform that we are looking forward to is the OLPC [One Laptop Per Child]. We are developing activities for OLPC which would enhance science learning. We are also working to integrate the OLPC with Phoenix. The progress and problems in this work are reported here. 

2nd People's Education Congress from 5-9 October 2009 at HBCSE, Mumbai.

Abstract:

Generally it is found that the science teachers do not have a sufficient background in the history and philosophy and science. In this article we consider an approach to history and philosophy of science [HPS], which would be immediately relevant to school and college teachers, and other philosophy students. It is an attempt to factor what every science teacher ought to know in history and philosophy of science. We plan to have a graduate course at HBCSE with aim of bringing out material from HPS in form of a booklet for teachers. The course structure would be woven around episodes from history of science, which would highlight an issue in HPS. We hope that the use of historical episodes from science would lead to better participation from teachers and students. Some of the episodes that we have identified for this purpose include Euclid’s fifth postulate, Archimedes’ experiments, establishing roundness of the earth, the heliocentric model, Darwin’s concept of evolution. The aim of this paper is to invite constructive criticism of the designed curriculum for improvement.

Mathematical Literacy and Situated Social Knowledge: Understanding Revolving Credit

Amit Dhakulkar, K. Subramaniam

31st Indian Social Science Congress [29 December 2007]

SNDT Women's University, Mumbai 

 Abstract:

In this paper we explore idea of mathematical literacy and situated social knowledge, with a case study of revolving credit. First we discuss the broad meaning of the term mathematical literacy and situated social knowledge. We then turn our focus to the operations of credit cards and the pitfalls involved for the users. We consider the question of what relevant mathematical literacy is needed for people to have an understanding of the matters involved.