13 results on '"MTSK model"'
Search Results
2. Caracterización del conocimiento especializado del profesor de matemáticas.
- Author
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Padilla-Escorcia, Iván Andrés and Acevedo-Rincón, Jenny Patricia
- Subjects
- *
MATHEMATICS teachers , *MATHEMATICS education , *TEACHER training , *MATHEMATICS , *TEACHERS , *PROFESSIONAL employees - Abstract
In this reflection article, the objective is to characterize the specialized knowledge of the mathematics teacher, from a perspective of the MTSK model, whose main feature consists of studying the mathematical and didactic-pedagogical knowledge that a mathematics teacher requires to teach this area of knowledge in any academic level and that never before in the models related to the study of the mathematics teacher had been described in an explicit way, with respect to the knowledge that a teacher requires for the disciplinary teaching of mathematics, which makes it different from other types of professionals, with knowledge of the area. In that order, the structure of the MTSK model expressed in domains, subdomains, subdomain categories and examples of the subdomain categories that contribute to the exploration of knowledge that the mathematics teacher must have to teach mathematics content is presented. . It is concluded that, given the versatility of this model, it can be taken as a reference for the constitution of new lines of research in the field of mathematics teacher training [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
3. Mathematics teacher's specialised knowledge of prospective primary teachers: An explorative study
- Author
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Federica Ferretti
- Subjects
mtsk model ,primary education ,prospective primary teachers ,Theory and practice of education ,LB5-3640 ,Mathematics ,QA1-939 - Abstract
The importance of good mastery of specialised mathematics knowledge for mathematics teachers and prospective teachers is now recognised internationally. This paper presents an exploratory study aimed at investigating how mathematics education courses affect the Mathematics Teachers’ Specialised Knowledge (MTSK) of prospective primary teachers. A questionnaire was administered to a sample of 118 future teachers, and an analysis of their answers was carried out with the MTSK model. The research highlights positive feedback on the effectiveness of the mathematics education laboratory that was staged, and provides an outline of the beliefs and the knowledge of the prospective teachers.
- Published
- 2020
4. Mathematics Teachers Educator Specialized Knowledge model
- Author
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Federica Ferretti, Francesca Martignone, and Luis J. Rodríguez-Muñiz
- Subjects
Mathematics teacher specialised knowledge ,Mathematics teacher educator ,MTESK model ,MTSK model ,Special aspects of education ,LC8-6691 ,Theory and practice of education ,LB5-3640 - Abstract
Our research focuses on Mathematics Teacher Educator specialized knowledge. By means theoretical tools driven from Mathematics Teacher Specialized Knowledge model (MTSK model) we focus on teacher educators’ specialized knowledge and carry out a qualitative study in order to identify specific dimensions and domains of mathematics teacher educators’ specialized knowledge. We explore an extension of the MTSK model that can characterize the teacher educator’s specialized knowledge (Mathematics Teacher Educator Specialized Knowledge model) - MTESK model. Specifically, our focus will be on the Pedagogical Content Knowledge of the MTESK model.
- Published
- 2021
- Full Text
- View/download PDF
5. MATHEMATICS TEACHER'S SPECIALISED KNOWLEDGE OF PROSPECTIVE PRIMARY TEACHERS: AN EXPLORATIVE STUDY.
- Author
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Ferretti, Federica
- Subjects
- *
MATHEMATICS education , *EDUCATION of mathematics teachers , *CURRICULUM , *PSYCHOLOGICAL feedback , *QUESTIONNAIRES - Abstract
The importance of good mastery of specialised mathematics knowledge for mathematics teachers and prospective teachers is now recognised internationally. This paper presents an exploratory study aimed at investigating how mathematics education courses affect the Mathematics Teachers' Specialised Knowledge (MTSK) of prospective primary teachers. A questionnaire was administered to a sample of 118 future teachers, and an analysis of their answers was carried out with the MTSK model. The research highlights positive feedback on the effectiveness of the mathematics education laboratory that was staged, and provides an outline of the beliefs and the knowledge of the prospective teachers. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
6. La relación entre el Dominio Afectivo y el modelo MTSK: una oportunidad de investigación
- Author
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Soto Cerros, Salvador, García González, María S., Pascual, María Isabel, Soto Cerros, Salvador, García González, María S., and Pascual, María Isabel
- Abstract
Research in Mathematics Education has shown that the Affective Domain, which encompasses beliefs, attitudes, and emotions, exerts a significant influence on mathematics learning. However, little is still known about how the Affective Domain affects mathematics teaching by teachers. Therefore, the aim of this essay is to reflect on the need to research the relationship between the Affective Domain and the MTSK model through a literature review of studies that address both concepts. The PRISMA methodology has been employed for this purpose. The results indicate a disconnect between the Affective Domain and the MTSK model, which represents an opportunity to explore how affective factors can impact teachers’ specialized knowledge of mathematics, both directly and indirectly. This is of great importance as it could lead to the inclusion of affect in the various theoretical models used to describe teachers’ mathematical knowledge., La investigación en Educación Matemática ha evidenciado que el Dominio Afectivo, que abarca creencias, actitudes y emociones, ejerce una influencia significativa en el aprendizaje de las matemáticas. No obstante, aún se conoce poco acerca de cómo el Dominio Afectivo afecta la enseñanza del profesorado de matemáticas. Por tanto, el objetivo de este ensayo es reflexionar sobre la necesidad de investigar la relación entre el Dominio Afectivo y el modelo MTSK mediante una revisión documental de investigaciones que abordan ambos conceptos. Para ello, se ha empleado la metodología PRISMA. Los resultados obtenidos indican una desconexión entre el Dominio Afectivo y el modelo MTSK, lo que representa una oportunidad para explorar cómo los factores afectivos pueden afectar el conocimiento especializado del profesorado de matemáticas, tanto directa como indirectamente. Esto es de gran importancia ya que podría llevar a la inclusión del afecto en los diversos modelos teóricos utilizados para describir el conocimiento del profesorado de matemáticas.
- Published
- 2023
7. What aspects can characterize the specialised knowledge of a mathematics teacher educator?
- Author
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Ferretti, Federica, Rodríguez Muñiz, Luis José, Martignone, Francesca, Ferretti, Federica, Rodríguez Muñiz, Luis José, and Martignone, Francesca
- Abstract
This paper presents an exploratory qualitative study which was carried out by means of questionnaires for identifying some knowledge claimed by Mathematics Teacher Educators (MTEs) as important to be, or to become, a “good teacher educator”. The study focused the analysis on some teacher educators’ answers about MTE’s specialised knowledge. Mathematics Teachers’ Specialised Knowledge model (the so-called MTSK model) helped us to identify specific dimensions and domains of teacher educators’ specialised knowledge, identified in some mathematics teacher educators’ answers. From this information, by analysing similarities and differences and prevalent ideas, we raise hypotheses about some features that teacher educators believe as a part of MTE’s specialised knowledge. Finally, we propose an adaptation of the MTSK model that can describe the teacher educator’s specialised knowledge (Mathematics Teacher Educators’ Specialised Knowledge model - MTESK model) by capturing and including in the model the main issues obtained in the study., Este artículo presenta un estudio cualitativo exploratorio que se llevó a cabo mediante cuestionarios para identificar algunos conocimientos señalados como importantes para ser o llegar a ser un “buen formador de docentes” por los formadores de docentes de matemáticas (MTE, acrónimo en inglés). El estudio centró el análisis en las respuestas de algunos formadores de profesorado sobre el conocimiento especializado del MTE. El modelo de conocimiento especializado del profesorado de matemáticas (el llamado modelo MTSK) ayudó a identificar dimensiones y dominios específicos del conocimiento especializado de los formadores de profesorado, identificado a partir de las respuestas de los formadores de docentes de matemáticas. A partir de esta información, al analizar similitudes y diferencias e ideas prevalentes, planteamos hipótesis sobre algunas características que los formadores de docentes creen que son parte del conocimiento especializado del MTE. Finalmente, proponemos una adaptación del modelo MTSK que puede describir el conocimiento especializado del formador de profesores (modelo de Conocimiento Especializado de los Formadores de Profesores de Matemáticas - modelo MTESK) capturando e incluyendo en el modelo los principales aspectos obtenidos en el estudio.
- Published
- 2022
8. What aspects can characterize the specialised knowledge of a mathematics teacher educator?
- Author
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Martignone, Francesca, Ferretti, Federica, Rodríguez Muñiz, Luis José, Martignone, Francesca, Ferretti, Federica, and Rodríguez Muñiz, Luis José
- Abstract
Este artículo presenta un estudio cualitativo exploratorio que se llevó a cabo mediante cuestionarios para identificar algunos conocimientos señalados como importantes para ser o llegar a ser un “buen formador de docentes” por los formadores de docentes de matemáticas (MTE, acrónimo en inglés). El estudio centró el análisis en las respuestas de algunos formadores de profesorado sobre el conocimiento especializado del MTE. El modelo de conocimiento especializado del profesorado de matemáticas (el llamado modelo MTSK) ayudó a identificar dimensiones y dominios específicos del conocimiento especializado de los formadores de profesorado, identificado a partir de las respuestas de los formadores de docentes de matemáticas. A partir de esta información, al analizar similitudes y diferencias e ideas prevalentes, planteamos hipótesis sobre algunas características que los formadores de docentes creen que son parte del conocimiento especializado del MTE. Finalmente, proponemos una adaptación del modelo MTSK que puede describir el conocimiento especializado del formador de profesores (modelo de Conocimiento Especializado de los Formadores de Profesores de Matemáticas - modelo MTESK) capturando e incluyendo en el modelo los principales aspectos obtenidos en el estudio., This paper presents an exploratory qualitative study which was carried out by means of questionnaires for identifying some knowledge claimed by Mathematics Teacher Educators (MTEs) as important to be, or to become, a “good teacher educator”. The study focused the analysis on some teacher educators’ answers about MTE’s specialised knowledge. Mathematics Teachers’ Specialised Knowledge model (the so-called MTSK model) helped us to identify specific dimensions and domains of teacher educators’ specialised knowledge, identified in some mathematics teacher educators’ answers. From this information, by analysing similarities and differences and prevalent ideas, we raise hypotheses about some features that teacher educators believe as a part of MTE’s specialised knowledge. Finally, we propose an adaptation of the MTSK model that can describe the teacher educator’s specialised knowledge (Mathematics Teacher Educators’ Specialised Knowledge model - MTESK model) by capturing and including in the model the main issues obtained in the study.
- Published
- 2022
9. Integration of two theoretical lenses to analyse the potentialities of a practice-based task in fostering pre-service mathematics teacher specialized knowledge
- Author
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Cusi, A. and Martignone, F.
- Subjects
practice-based tasks ,Pre-service teacher ,mathematics teacher specialised knowledge ,MTSK model ,Pre-service teacher, MTSK model, meta-didatical praxeologies, practice-based tasks, mathematics teacher specialised knowledge ,meta-didatical praxeologies - Published
- 2022
10. Sociocultural and political aspects in the specialization of Mathematics teacher knowledge: interfaces between the Ethnomathematics Program and the Mathematics Teacher Specialized Knowledge model (MTSK)
- Author
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Ribeiro, Renato Douglas Gomes Lorenzetto, Universidade Estadual Paulista (Unesp), and Miarka, Roger [UNESP]
- Subjects
Teacher education ,Etnomatemática ,Ethnomathematics ,Grounded Theory ,Mathematics teacher's specialized knowledge ,Teoria Fundamentada ,MTSK model ,Modelo MTSK ,Conhecimento especializado do professor de Matemática ,Formação de professores - Abstract
Submitted by Renato Douglas Gomes Lorenzetto Ribeiro (renato.ribeiro@unesp.br) on 2022-01-15T19:59:41Z No. of bitstreams: 1 Tese_Revisada.pdf: 4236188 bytes, checksum: e2d4598fad6eda4862b9404907a9b027 (MD5) Rejected by Adriana Ap. Puerta Buzzá (dripuerta@rc.unesp.br), reason: Prezado Renato, O documento enviado para a coleção Campus Unesp Rio Claro foi recusado pelo(s) seguinte(s) motivo(s): - Falta a folha de rosto, elemento obrigatório. Deve vir logo após a capa. No arquivo consta uma folha de rosto após a Folha de aprovação. Necessário alterar a ordem e colocar no lugar correto. Maiores informações: https://ib.rc.unesp.br/#!/biblioteca/aprenda-com-a-biblioteca/repositorio---teses-e-dissertacoes/ http://ib.rc.unesp.br/Home/Biblioteca37/repositorio_fluxograma_unesp_rioclaro.jpg Em caso de dúvidas entre em contato pelos e-mails: repositoriounesp@reitoria.unesp.br e/ou stati.rc@unesp.br Solicitamos que realize uma nova submissão seguindo as orientações destacadas. Agradecemos a compreensão. Atenciosamente, Biblioteca Campus Rio Claro Repositório Institucional UNESP https://repositorio.unesp.br on 2022-01-18T18:20:13Z (GMT) Submitted by Renato Douglas Gomes Lorenzetto Ribeiro (renato.ribeiro@unesp.br) on 2022-01-20T22:58:53Z No. of bitstreams: 1 Tese_Revisada.pdf: 4237559 bytes, checksum: 589491242563c8b41dc35c611d123840 (MD5) Approved for entry into archive by Adriana Ap. Puerta Buzzá (dripuerta@rc.unesp.br) on 2022-01-21T18:13:21Z (GMT) No. of bitstreams: 1 ribeiro_rdgl_dr_rcla.pdf: 4237559 bytes, checksum: 589491242563c8b41dc35c611d123840 (MD5) Made available in DSpace on 2022-01-21T18:13:21Z (GMT). No. of bitstreams: 1 ribeiro_rdgl_dr_rcla.pdf: 4237559 bytes, checksum: 589491242563c8b41dc35c611d123840 (MD5) Previous issue date: 2021-12-02 Assume-se, tendo como norte o Programa Etnomatemática, que os contextos socioculturais e políticos influenciam de forma determinante a produção de conhecimento, tanto na esfera coletiva quanto na individual, e que essa influência apresenta as mais variadas interfaces. Explorou-se uma em particular, enfocada no conhecimento do professor de matemática, em sua prática profissional específica, que incorpora tais contextos nos quais seus estudantes estão imersos. Dá-se destaque principalmente ao conhecimento docente que leva em consideração o conhecimento do educando, com origem em sua realidade imediata, e que tem potencial de valorizá-lo e de permitir que ela seja objeto de reflexão crítica por parte do estudante. Adota-se a noção de conhecimento especializado do professor de matemática e evidenciam-se exemplos do processo de especialização do conhecimento. Dentre as compreensões aqui realizadas, destacam-se as relacionadas com a motivação do docente e fatores que facilitam ou dificultam determinadas práticas e que, por sua vez, impulsionam ou bloqueiam os processos de produção de novos conhecimentos por parte do professor. Utiliza-se o modelo do conhecimento especializado do professor de matemática (MTSK) e a teoria fundamentada (Grounded Theory) tendo como principal referencial a Etnomatemática em uma perspectiva d’ambrosiana. O estudo, em duas etapas distintas, envolveu dois professores de matemática que lecionam para estudantes de mesma faixa etária (Ensino Médio), um espanhol e outro brasileiro, e produziu dados com observação de suas práticas, questionários com questões abertas e de entrevistas semiestruturadas. Para garantir uma análise com caráter holístico, desenvolveu-se uma abordagem metodológica específica composta por três movimentos que consideram releituras de metodologias consolidadas, o primeiro baseado na teoria fundamentada, o segundo no modelo MTSK e o terceiro, que revisita os dois primeiros simultaneamente aos dados primários com um olhar atrelado ao Programa Etnomatemática. Foi possível, nas duas etapas da pesquisa, estimular os docentes a exporem conhecimentos que se referem à realidade imediata dos estudantes e reconhecidos como provenientes de ambientes externos à escola e discutir as relações que fazem com as especificidades do ensino de matemática. A interação entre a Etnomatemática e a noção de conhecimento especializado do professor de matemática, com auxílio do modelo MTSK, produziu uma proposta de compreensão do conhecimento como parte de uma rede complexa que inclui vários elementos, em especial as crenças e as ações dos docentes, em que o caráter central é atribuído não aos elementos, mas às conexões entre eles. O estudo em si foi capaz de assumir o papel de uma atividade formativa para os docentes participantes e isso foi evidenciado pela comparação de seus discursos entre uma entrevista e outra. Considera-se que foram realizadas contribuições teóricas para o contexto de pesquisa sobre o conhecimento do professor, tais como um detalhamento dos produtos culturais representados pela tríade artefatos / sociofatos / mentefatos, o entendimento de que a especialização do conhecimento é identificada quando se analisa o conjunto de conhecimentos e não somente os especializados e a proposta de que a rede formada por crenças, conhecimentos e ações do docente se torna cada vez mais entrelaçada, fazendo com que os elementos sustentem uns aos outros, facilitando novas conexões com elementos compatíveis ao passo que prejudicam novas conexões quando incompatíveis. As compreensões que o estudo permitiu, as propostas teóricas e a realização de entrevistas que produzem espaços formativos ao docente parecem promissoras para futuras atividades de formação de professores. It is assumed that socio-cultural and political contexts, taking the Ethnomathematics Program as a guide, have a decisive influence on the production of knowledge, both in the collective and individual spheres, and that this influence has a variety of interfaces. The main emphasis is on the teacher's knowledge that considers the student's knowledge, which originates in his or her immediate reality, and has the potential to value it and allow it to be the object of critical reflection by the student. The notion of the mathematics teacher's specialized knowledge is adopted, and examples of the process of knowledge specialization are highlighted. Among the understandings made here are those related to the motivation of the teacher and factors that facilitate or hinder certain practices and that, in turn, drive or block the processes of production of new knowledge by the teacher. The model of the mathematics teacher's specialized knowledge (MTSK) and the Grounded Theory are used, having as main reference the Ethnomathematics in a D'Ambrosian perspective. The study, in two different stages, involved two mathematics teachers who teach students of the same age group (high school), one Spanish and the other Brazilian, and produced data with observation of their practices, questionnaires with open questions and semi-structured interviews. To ensure an analysis with a holistic character, a specific methodological approach was developed consisting of three analytical movements that consider re-readings of consolidated methodologies, the first based on Grounded Theory, the second on the MTSK model and the third that revisits the first two simultaneously with primary data and with a look at the Ethnomathematics Program. It was possible, in the two stages of the research, to stimulate the teachers to expose knowledge that refers to the immediate reality of the students and recognized as coming from environments outside the school and to discuss the relations it makes with the specificities of mathematics teaching. The interaction between Ethnomathematics and the notion of the mathematics teacher's specialized knowledge, with the help of the MTSK model, has produced a proposal for understanding knowledge as part of a complex network that includes other elements, particularly the beliefs and actions of the teachers, in which the central character is attributed not to the elements, but to the connections between them. The study itself was able to assume the role of a formative activity for the participating teachers, and this was evidenced by the comparison of their speeches between one interview and another, since in a later interview the teachers presented more complex considerations based on a previous interview. It is considered that some fruitful theoretical contributions were made to the research context about teachers' knowledge, such as a detailing of the cultural products represented by the triad artifacts / sociofacts / mentifacts, the understanding that the specialization of knowledge is identified when the set of knowledge is analyzed and not only the specialized ones, and the proposal that the network formed by beliefs, knowledge and actions of the teacher becomes increasingly intertwined so that the elements support each other, facilitating new connections with compatible elements while hindering new connections when incompatible. The comprehensions that the study allowed, the theoretical proposals and the interviews that produce formative spaces for teachers seem promising for future teacher training activities.
- Published
- 2021
11. Análisis del conocimiento especializado como profesora de matemáticas de una futura maestra. Un estudio de caso
- Author
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Barrera Castarnado, Victor Javier, Universidad de Sevilla. Departamento de Didáctica de las Matemáticas, Rodríguez García, Raquel, Barrera Castarnado, Victor Javier, Universidad de Sevilla. Departamento de Didáctica de las Matemáticas, and Rodríguez García, Raquel
- Abstract
Este trabajo surge a raíz de la poca motivación e interés que sienten los futuros maestros hacia las matemáticas ¿Influye esto en su profesión? ¿Están realmente preparados para dar clase en un aula de primaria? Para dar respuesta a estas preguntas, me propuse, a través de un estudio de caso, identificar el conocimiento especializado como profesora de matemáticas de una estudiante del grado en Educación Primaria en la Universidad de Sevilla, a través del análisis de un vídeo de una maestra con experiencia dando clase de geometría. En un primer momento, tras visualizar dicho vídeo, se le pidió identificar el conocimiento que ponía en juego. Tras una entrevista semiestructurada y el estudio del modelo 1MTSK, que surge con el objetivo de analizar en profundidad el conocimiento que emplean los profesores de matemáticas a la hora de desarrollar su trabajo, se le solicitó que volviera a analizarlo. La diferencia entre el primer y el segundo análisis fue notable, ya que, en el último, identifica más elementos del conocimiento especializado de un profesor de matemáticas, al estar todos ellos estructurados en el modelo. En conclusión, podemos decir que la estudiante identifica el conocimiento que la maestra ha puesto en juego., This study arises as a result of the little motivation and interest that future teachers feel towards mathematics. Does this influence their profession? Are they really prepared to teach in an elementary classroom? To answer these questions, I decided, through a case study, to identify the specialized knowledge as a mathematics teacher of a student of the degree in Primary Education at the University of Seville, through the analysis of a video of an experienced teacher giving geometry class. At first, after view the video, she was asked to identify the knowledge that the teacher put into play. After a semi-structured interview and the study of the MTSK model, which arises with the aim of analyzing in depth the knowledge that mathematics teachers use when developing their work, she was asked to analyze it again. The difference between the first and the second analysis was noticeable because, in the last, she identifies more elements of the specialized knowledge of a mathematics teacher as they are all structured in the model. In conclusion, we can say that the student identifies the knowledge that the teacher has put into play
- Published
- 2021
12. Análisis del conocimiento especializado como profesora de matemáticas de una futura maestra. Un estudio de caso
- Author
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Rodríguez García, Raquel, Barrera Castarnado, Victor Javier, and Universidad de Sevilla. Departamento de Didáctica de las Matemáticas
- Subjects
Análisis de vídeos ,Matemáticas ,Conocimiento de los futuros maestros ,Prospective primary teacher knowledge ,Geometry ,Elementary education ,MTSK model ,Geometría ,Modelo MTSK ,Video analysis ,Educación Primaria ,Mathematics - Abstract
Este trabajo surge a raíz de la poca motivación e interés que sienten los futuros maestros hacia las matemáticas ¿Influye esto en su profesión? ¿Están realmente preparados para dar clase en un aula de primaria? Para dar respuesta a estas preguntas, me propuse, a través de un estudio de caso, identificar el conocimiento especializado como profesora de matemáticas de una estudiante del grado en Educación Primaria en la Universidad de Sevilla, a través del análisis de un vídeo de una maestra con experiencia dando clase de geometría. En un primer momento, tras visualizar dicho vídeo, se le pidió identificar el conocimiento que ponía en juego. Tras una entrevista semiestructurada y el estudio del modelo 1MTSK, que surge con el objetivo de analizar en profundidad el conocimiento que emplean los profesores de matemáticas a la hora de desarrollar su trabajo, se le solicitó que volviera a analizarlo. La diferencia entre el primer y el segundo análisis fue notable, ya que, en el último, identifica más elementos del conocimiento especializado de un profesor de matemáticas, al estar todos ellos estructurados en el modelo. En conclusión, podemos decir que la estudiante identifica el conocimiento que la maestra ha puesto en juego. This study arises as a result of the little motivation and interest that future teachers feel towards mathematics. Does this influence their profession? Are they really prepared to teach in an elementary classroom? To answer these questions, I decided, through a case study, to identify the specialized knowledge as a mathematics teacher of a student of the degree in Primary Education at the University of Seville, through the analysis of a video of an experienced teacher giving geometry class. At first, after view the video, she was asked to identify the knowledge that the teacher put into play. After a semi-structured interview and the study of the MTSK model, which arises with the aim of analyzing in depth the knowledge that mathematics teachers use when developing their work, she was asked to analyze it again. The difference between the first and the second analysis was noticeable because, in the last, she identifies more elements of the specialized knowledge of a mathematics teacher as they are all structured in the model. In conclusion, we can say that the student identifies the knowledge that the teacher has put into play Universidad de Sevilla. Grado en Educación Primaria
- Published
- 2021
13. The gestinv database: a tool for enhancing teachers professional development within a community of inquiry
- Author
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Federica, Ferretti, Gambini, Alessandro, and George, Santi
- Subjects
Standardized assessment ,invalsi ,MTSK model - Published
- 2020
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