Dr. Deepa Sikand Kauts, Mrs. Malkeet Kaur


Mathematics is very essential and integral part of both daily life and school curriculum. It is compulsory subject in Indian education system therefore every student needs to learn Mathematics till secondary stage of schooling. Most of the students consider it as a boring subject because the curriculum presents Mathematics as a subject having no real life connection.      The present study is primarily concerned with the need for reforming school Mathematics Education focusing on the principle “Learning without Burden.” National Curriculum Framework (2005), a document focuses upon the curriculum load on children, calls for the learning which is a joyful experience for the learner. The prime goal of Mathematics Education is to develop the ability of Mathematisation of learner’s thought process. But the sad reality is that the present status of Mathematics education is far away from this goal. Much emphasis is given on the developing computational ability and rote memorization of formulas rather than understanding the concepts. The present study is an attempt to investigate the higher aims and objectives of teaching Mathematics at different school stages, broad vision to be achieved for Mathematics and various systemic reforms needed  in teaching learning  and assessment and evaluation procedure in India.


NCF 2005, Mathematical literacy, Ability of Mathematisation, Curriculum, Teaching learning process, Assessment and Evaluation etc.

Full Text:



ACME. (2011). Mathematical Needs: The Mathematical Needs of Learners. Advisory Committee on Mathematics Education, (June), 29.

Das, S.(2012). A Study of Mathematics Curriculum for School Education since Last Two Decades and its Implementation, 1–12.

Dossey, J. A. (1992). The nature of mathematics: Its role and its influence. The Nature of Mathematics: Its Role and Its Influence, 39–48.

Ed, K. D., & Framework, C. (2012). Facilitating the Learner A Position Paper, 1–49.

Justice, S., & Aspects, S. (2010). Rashtriya Madhyamik Shiksha Abhiyan ( RMSA ) Nagaland, (0370), 51–57.

Khan, F. A. (2004). Living, Learning and Doing Mathematics: A Study of Working-class Children in Delhi. Contemporary Education Dialogue, 1(2), 199–227.

National Council of Education Research and Training. (2006). Teaching of Mathematics.

NCERT, T. (2007). National Curriculum Framework 2005, 3(1), 5–7. Retrieved from

NCERT. (2006). Position Paper: National Focus Group in Examination Reforms. Retrieved from

NCERT. (2006). Position Paper: National Focus Group in Examination Reforms. Retrieved from

NCERT. (2007). National Curriculum Framework 2005, 3(1), 5–7. Retrieved from

NCF. (2005). National Curriculum Framework-2005. Educational Research.

Prasad, I. (2005). Mathematics and the National Curriculum Framework, 34–36.

Rampal, A. (2015). Curriculum and Critical Agency: Mediating Everyday Mathematics. In Proceedings of the Eighth International Mathematics Education and Society Conference, Vols 1-3.

Sriraman, B., Cai, J., Lee, K.-H., Fan, L., Shimuzu, Y., Lim, C. S., & Subramaniam, K. (2013). Abstracts of The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia, and India.

Vincent, S. (n.d.). St Vincent’s Primary School, Aranda Maths Curriculum 1, 1–6.

Wheeler, D. (2001). Portfolio as a pedagogical tool. For the Learning of Mathematics, 21(April), 50–53.

Ziegler, M., & Loos, A. (n.d.). Teaching and Learning “ What is Mathematics ,” (247029).


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.