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Dr Shikha Takker

Assistant Professor , Hyderabad campus

TISS-Azim Premji School of Education
Qualification

Bachelor of Elementary Education, Delhi University,

Masters in Education (Elementary), Tata Institute of Social Sciences, Mumbai,

Ph.D. in Science Education (Submitted), HBCSE, Tata Institute of Fundamental Research, Mumbai

 

Shikha is an Assitant Professor at TISS-Azim Premji School of Education, Hyderabad. Her doctoral research involved investigating and supporting teachers' knowledge of students' mathematical thinking. Prior to research, Shikha has worked as an elementary school mathematics teacher in Delhi. She has developed courses for pre-service teacher education programmes. She has also contributed to the design of practice-based tasks for in-service teacher education and professional development. Her larger interest is in exploring the dialectical relation between research and educational practice.  

  • Mathematics education 
  • Teacher education and professional development 
  • Students' thinking and learning 
  • Qualitative research methodologies 
  • Communities (and Landscapes) of practice 

In Peer Reviewed Journals 

  1. Takker, S., & Subramaniam, K. (2019). Knowledge demands in teaching decimal numbers. Journal of Mathematics Teacher Education, 22(3), pp. 257-280. [Published online in November 2017]
  2. Takker, S., & Subramaniam, K. (2018). Teacher Knowledge and Learning In-situ: A Case Study of the Long Division Algorithm. Australian Journal of Teacher Education, 43(3). Retrieved from http://ro.ecu.edu.au/ajte/vol43/iss3/1
  3. Takker, S. & Khunyakari, R. (2015). Re-imagining classrooms as spaces for learning of teachers and teacher educators, Voices of Teachers and Teacher Educators, 4(2), pp. 47-53. Delhi: NCTE, MHRD.
  4. Takker, S. (2011). Reformed Curriculum Framework: Insights from Teachers’ Perspectives. Journal of Mathematics Education at Teachers College, Mathematics Curriculum Issue, 2(1), pp. 34-39. 

In Reviewed Magazines 

  1. Takker, S. (2020). Mathematical knowticing that informs practice. Teacher Plus, 18(9), October Issue. pp. 38-41. 
  2. Takker, S. (2020). Developing knowticing among mathematics teachers. Teacher Plus, May-June Issue. pp. 29-31. 
  3. Takker, S. (2019). Understanding learners’ thinking through an analysis of errors. At Right Angles, pp. 38-44. 
  4. Khunyakari, R. & Takker, S. (2017). Challenging the notion of confined classrooms: Thinking of education beyond textbooks. The New Leam, Vol. III, No. 22-23, March-April Issue, pp. 23-27. 
  5. Takker, S. & Khunyakari, R. (2016). Reimagining the learning landscape. Teacher Plus, 14(2), pp. 42-45. 
  6. D’Souza, R. & Takker, S. (2014). Learning mathematics through puzzles: No solution is also a good solution. At Right Angles, 3(2), pp. 18-22.    

In Peer Reviewed Conference Proceedings 

  1. Takker, S. (2018). Knowledge demands placed on a mathematics teacher learning to teach responsively. In S. Ladage & S. Narvekar (Eds.), Proceedings of epiSTEME7: Seventh International Conference to Review Research on Science, Technology, and Mathematics Education, pp. 323-331, India: Cinnamon Teal. 
  2. Takker, S. (2017). Challenges in dealing with social justice concerns in mathematics classrooms. In A. Chronaki (Eds.), Proceedings of the Ninth International Mathematics Education and Society Conference, pp. 936- 945, Volos: Greece
  3. Takker, S. (2017). Developing noticing in middle school mathematics teachers. Proceedings of Eighth Comparative Education Society International Conference: Criticality, Empathy and Welfare in Contemporary Educational Discourses, November 16-18, Jammu University.
  4. Takker, S. & Subramaniam, K. (2016). Changing teacher knowledge-in-practice: A case of decimal fractions. Proceedings of Thirteenth International Congress on Mathematics Education, Hamburg: Germany.
  5. Takker, S. (2016). Evolution of a professional learning space for mathematics teachers and researchers. Proceedings of Seventh Annual International Comparative Education Society of India: Comparative Educational Destinies: Visions, Dilemmas and Challenges hosted by S.V. University, Tirupati, Nov 19-21.
  6. Takker, S. (2015). Confluence of Research and Teaching: Case Study of a Mathematics Teacher. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. pp. 3269-3275, Prague: Czech Republic.
  7. Takker, S. (2014). Bridging the gap between research and teaching through sensitive research methodologies. Proceedings of Fifth Annual International Comparative Education Society of India: Education, Politics and Social Change, University of Delhi: New Delhi, Nov16-18.  
  8. Takker, S., Kanhere, A., Naik, S. & Subramaniam, K. (2013). From Relational Reasoning to Generalisation through tasks on number sentences. In Nagarjuna, G., Jamakhandi, A. & Sam, E. (eds.), Proceedings of epiSTEME 5: International Conference to Review Research in Science, Technology and Mathematics Education. pp. 336-342. HBCSE, India: Cinnamonteal.
  9. Takker, S. & Subramaniam, K. (2012). Teacher’s Knowledge of and Responses to Students’ Thinking. Proceedings of 12th International Congress on Mathematics Education. pp.4906-4915. Seoul: South Korea.

In Edited Books 

  1. Takker, S. (2012). Using classroom-based tasks as contexts for reflection and situating teacher learning. In P. L. Sharma & C. G. V. Murthy (Eds.) Readings in Teacher Education: Preparation and Professional Development (pp. 239-258). Mysore: Regional Institute of Education, NCERT. 

Reverse School Choice, Supported by Tata Trusts [2018-2020]

PhD Graduate Programe 

  • Mathematics Education 

M.Phil in Education Programme 

  • Introduction to Social Science and Education Research  

Post-graduate Programme 

  • Child Development, Cognition and Learning 
  • Human Development and Learning 
  • Introduction to Education Research Methods 
  • Educational Research Methodology 

Teacher Education 

  • Pedagogy of Mathematics 

Email: shikha.takker[at]tiss[dot]edu

shikha[dot]takker[at]tiss[dot]edu