Freelance Consultant, based out of Bangalore, 2009 – present. Working for various educational organizations, including test-prep companies as curriculum/content/item developer, in consulting capacity.

Vega Information Systems Pvt. Ltd, Bangalore, (*****) *****: Senior Knowledge Developer. Content and test-item development and editing for US educational market (K - 12). Clients were well known publishing companies and state departments of education in the US
Sahyadri School, Pune, *****: Curriculum Development. Developing the overall Mathematics curriculum across all grade levels. Working collaboratively with Math teachers as a teacher-coach, generating resources for them and helping them develop professionally, on-site. Helped set up a Math Club (Aftermath) for high-ability students.
Sankhyaa Learning Pvt. Ltd, Chennai, (*****), *****: Product Manager/Content Development. Creating internet-based mathematical content for various schools and curricula, for US and Singapore (K-12). Senior member of the core content development team consisting of mathematics SME’s, graphic animators and techies.
IDiscoveri Centre for Education & Enterprise Pvt. Ltd, Gurgaon, (*****), *****: Senior Faculty. Senior member of the core team involved in developing content and delivering the teacher training and educational leadership curriculum for the iCEE, an institute promoted by iDiscoveri to train teachers and leaders for progressive schools in India. Mentored prospective teachers and principals in the Delhi NCR region.
Michigan State University, USA, *****: PhD student, Research Assistant & Field Instructor.
• As a Field Instructor, I mentored and evaluated new teachers in the field, as part of the teacher certification program at M.S.U. Working with a group of final-year students (majoring in Education) who were training to be secondary Math teachers, gave me opportunities to critically look at their teaching practice and the implemented curriculum.
• As a Research Assistant I worked on 3 research projects: (a) Studying the spontaneous development of algebraic problem-solving strategies by middle-school students, (b) the ‘Program Evaluation Project’ which takes a critical look at the teacher certification program itself, with a view to improving the quality of future teachers (at all levels) in Michigan, USA, and (c) a research project that traces the development of aesthetic sensibilities among developing mathematicians (at all academic levels in the University).

Greengates School, Mexico City, *****: Mathematics Instructor.
• Teacher of I.B Mathematics (SL) and IGCSE Mathematics. Attended an I.B.O workshop for Mathematical Methods teachers (Latin America region) in 2002.
• Custom designed and implemented an entirely new course as replacement for the Additional Mathematics Course (IGCSE), for mathematically superior students. Also taught Math for SAT.
Mahindra UWC of India, Pune, *****: Instructor and Head of Department.
• Teacher of I.B Mathematics at all levels (HL & SL), for students from over 70 countries.
• As part of the pioneering faculty and Head of the Department, responsibilities included: a) conducting placement tests for all incoming students and accordingly placing them at the most appropriate level (HL/SL), b) supervising Extended Essays and reviewing the progress of Portfolios, c) managing the departmental budget and resources, d) reviewing departmental faculty progress and e) teaching most of the Mathematics HL & SL courses.
• Attended I.B.O workshop for Mathematics teachers (Asia-Pacific region) in 1998.
Welham Boys’ School, Dehradun, *****: Mathematics Instructor.
• Taught and mentored grades 9, 10 and 11 as part of the I.C.S.E program at this residential school. Extra-curricular activities included Cricket and Problem Solving Group.
Doon School, Dehradun, *****: Mathematics Instructor.
• Taught and mentored grades 9, 10, 11 and 12 as part of the I.C.S.E program at this residential school. Extra-curricular activities included Cricket and Mathematics Colloquium.
J. Krishnamurti School, Varanasi, *****: Mathematics Instructor.
• Taught and mentored grades 8 & 9 as part of the C.B.S.E program at this residential school.

• Enrolled in the Post Graduate Diploma in Instructional Design, Symbiosis Center for Distance Learning, Pune, *****.
• Pursued PhD in Curriculum, Teaching & Educational Policy, in the Department of Teacher Education at Michigan State University, USA (2002 – 2005. PhD dissertation incomplete).
• Pursued M. Sc. in Applied Mathematics from the Indian Institute of Technology, Bombay, India (1990 – 1992).
• Pursued B. Sc in Statistics (Major) and Operations Research (Minor) from the University of Bombay, India (1984 – 1987).

• Awarded the Dean’s Scholar Fellowship (USD 18,000 + Assistantship and Tuition waiver) for the Ph.D. program at Michigan State University (*****) based on previous record, very high GRE scores (V-710, Q-800) and potential for graduate study.

• Star, J.R. & *****, J. (2004). Which way is best? Students’ conceptions of optimal strategies for solving equations. In McDougall, D. & Ross, J. (Eds.), Proceedings of the twenty-sixth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. *****). Toronto: University of Toronto. (http://*****/meta/p_mla_apa_research_citation/1/1/7/5/9/pages*****/p*****-1.php)
• Sfard, A. (2005). What could be more practical than good research? On mutual relations between research and practice of mathematics*****cational Studies in Mathematics, 58(3), pp. 393 – 413. (Worked with author to present this paper at ICME-*****, Copenhagen) (http://www.icme10.dk/proceedings/pages/ICME_pdf-files/p03_sfard.pdf)
• *****, J. (2009). Unmasking the Gods: Clarifying Social Construction theses in Mathematics Education. Proceedings of the third international conference to review research on Science, Technology and Mathematics Education, epiSTEME-3. Mumbai: Homi Bhabha Centre for Science Education. (http://*****/episteme3/proc_pdf.php)

Currently I am based out of Bangalore, India and working as an item-developer for various test-prep outfits in the US. I work in a freelance/contractual capacity and some of the work I have done in the last six months includes:
• creating items for the ACT Work Keys Applied Math test, for a company based in Chicago
• creating items for the regular ACT test, for a company based in Chicago
• creating items for a GMAT test-prep website, for a company based in NYC
• creating the entire Quantitative Aptitude test for a HR solutions company based in Singapore
• creating data interpretation items for a financial services company based in the UK
• aligning and checking items according to standards for a major US-based educational publishing company
• creating items for the end-of-grade test in North Carolina.
- creating items for the SSAT for a company based in Canada