REFORMING SCHOOL MATHEMATICS IN INDIA – A SYSTEMATIC REVIEW OF NATIONAL CURRICULUM FRAMEWORK (2005)

Dr. Deepa Sikand Kauts, Mrs. Malkeet Kaur

Abstract


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.

Keywords


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

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