Rakhi has a Bachelor's and Master's degree in Mathematics from Delhi University, a Bachelor's and Master's degree in Education from Delhi University and a Ph. D in Mathematics Education from Tata Institute of Fundamental Research, Mumbai.
She has taught at various levels of education: school, undergraduate programmes and postgraduate programmes. Prior to joining Azim Premji University, she has held faculty positions at Tata Institute of Social Sciences, Mumbai and Ambedkar University, Delhi. She has been developing and teaching courses in Child development, Cognition and Learning and Mathematics Education.
Her doctoral work, carried out at the HomiBhabha Centre for Science Education, Mumbai, was on developing a learning-teaching sequence for grade 6 students to help them understand beginning algebra based on their prior understanding of arithmetic. Subsequently, her work has focused on looking at curriculum, textbooks and their transaction in the classroom, highlighting students' and teachers' role in the process
M.Sc. (Mathematics), M.Ed., Ph.D (Mathematics Education)
Areas of Interest
Cognition and Learning, Mathematics Education
- Teaching and learning of mathematics at elementary level - understanding and meaning making processes involved in learning concepts and symbols and language of mathematics
- Classroom processes - culture, environment and tasks affecting teaching-learning practices, especially in a mathematics classroom
- Nature and role of teacher's knowledge, values and beliefs in practice
Publications and Writings
Banerjee, R. (Forthcoming) Students' understanding of algebra and curriculum reform. In B. Sriraman, K. H. Lee, F. Lianghuo, J. Cai, Y. Shimuzu, K. Subramaniam and L. C. Sam (Eds.) The First Sourcebook on Asian Research in Mathematics Education: Korea, Singapore, China, Japan, India and Malaysia. Springer.
Banerjee, R. (2013) Teaching and learning of mathematics: issues and challenges. Voices of teachers and teacher educators, NCTE, MHRD: Delhi.
Banerjee, R. (2012). Innovations and initiatives in mathematics education in India. In R. Ramanujam and K. Subramaniam (Eds.) Mathematics education in India: Status and outlook. HBCSE: TIFR, Mumbai, India.
Banerjee, R (2012). Mathematics education research in India: Issues and challenges. In R. Ramanujam and K. Subramaniam (Eds.) Mathematics education in India: Status and outlook. HBCSE: TIFR, Mumbai, India.
Banerjee, R. and Subramaniam, K. (2012).Evolution of a teaching approach for beginning algebra.Educational studies in mathematics, 81(2), 351-367.
Banerjee, R. (2011). Is arithmetic useful for the teaching and learning of algebra?.Contemporary education dialogue, 8 (2), 137-159.
Subramaniam, K. and Banerjee, R. (2011). The arithmetic-algebra connection: A historical pedagogical perspective. In J. Cai and E. Knuth (Ed.) Early Algebraization: A Global Dialogue from Multiple Perspectives. Springer, pp. 87-105.
Banerjee, R., Subramaniam, K. and Naik, S. (2008). Bridging arithmetic and algebra: Evolution of a teaching sequences. In O. Figueras, J.L. Cortina, S. Alatorre, T. Rojano and A. Sepulveda (Ed.)Proceedings of the joint meeting of PME 32 and PME-NA XXX (Vol 2, pp. 121-128). Morelia, Mexico: PME.
Banerjee, R. and Subramaniam, K. (2005).Developing procedure and structure sense of arithmetic expressions. In H. L. Chick and J. L. Vincent (Ed.) Proceedings of the 29th Conference of the International Group of the Psychology of Mathematics Education (Vol. 2, pp. 121-128). Melbourne, Australia: PME.
Naik, S., Banerjee, R. and Subramaniam, K. (2005).Understanding student's reasoning while comparing expressions. In P. Clarkson, A. Downtown, D. Gronn, M. Horne, A. McDonough, R. Pierce and A. Roche (Eds.) Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia Inc. (Vol. 2, pp. 569-576). Melbourne, Australia: MERGA.
Subramaniam, K. and Banerjee, R. (2004).Teaching arithmetic and algberaic expressions.In M. J. Hoines and A. B. Fuglestad (Ed.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 121-128). Bergen, Norway: PME.
Building an engaging learning classroom (2009): - For Early Childhood Care and Education module of IGNOU, Delhi.
Language and mathematical reasoning (2009): - For Early Childhood Care and Education module of IGNOU, Delhi.
Number patterns and relational thinking (2012): - For mathematics education curriculum in Diploma in Elementary Education course material.