National Mathematics Day
As teacher shortages and exam-focused pedagogy are creating a crisis, internship programmes are a first step to a solution. Let’s treat math as a language, not just an exam subject. Passion and perseverance can overcome systemic failures if we address teacher gaps and change how we teach. The government must scrutinise the crisis, ensure training accountability, and support university-school partnerships.
Prof M A Khanday
The National Day of Mathematics is celebrated every year on December 22 to commemorate the birth anniversary of Srinivasa Ramanujan, one of India’s greatest mathematical minds. Ramanujan’s life offers a powerful lesson for young learners: while he struggled in many other subjects, he was exceptionally gifted, almost instinctively so in mathematics. His story reminds us that brilliance in mathematics does not necessarily follow conventional academic patterns; rather, it flourishes when talent is recognised, nurtured, and given the freedom to grow. For today’s students, Ramanujan remains a timeless source of motivation, showing that dedication and passion can overcome limitations of circumstance.
Currently, our society is facing significant challenges due to declining student enrollment in higher education, particularly in the fields of basic sciences and mathematics. This trend is deeply concerning. Mathematics is not merely a classroom subject; it is the foundation of scientific thinking, technological advancement, economic planning, and logical decision-making. No region or society can afford to progress without a strong command of mathematics. If the current enrolment situation persists, we must reflect on how we will address academic, technological, and societal challenges 10 to 20 years from now.
Mathematics is a discipline that demands patience, consistency, and deep engagement. It does not allow shortcuts. Unfortunately, an examination-driven approach has reduced mathematics to mechanical problem-solving, ignoring conceptual understanding and reasoning. This has contributed significantly to fear, disinterest, and disengagement among young learners.
To combat this issue, I, along with my colleagues and mathematics experts from colleges and school education, undertook extensive awareness-cum-outreach programmes across almost every district of Kashmir to popularise mathematics and highlight its importance among school students since 2022. I am highly thankful to the University of Kashmir and JKSTIC for their constant support in making these initiatives possible.
While interacting at the grassroots level, several reasons behind poor enrolment were identified: inadequate availability of specialised mathematics teachers in schools, shortage of human resources in schools and colleges, and weak pedagogy with an excessive focus on examination scores rather than conceptual clarity. A large number of schools are functioning without dedicated mathematics teachers or lecturers. In many cases, teaching is limited to routine exercises, leaving students unaware of the underlying concepts and beauty of the subject.
In European and other developed countries, mathematics is treated as a language, an essential and integral part of the curriculum. Emphasis is laid on reasoning, applications, and problem-solving, which naturally reduces math phobia and nurtures long-term interest. It is high time we adopt similar perspectives.
I strongly believe that teachers and parents share major responsibility for the current crisis. Our attitudes, teaching methods, and expectations shape a child’s relationship with mathematics. I respectfully urge the Education Minister and the Chief Minister to intervene and seriously examine why students after Class 10th are not inclined towards basic science courses in general and mathematics in particular. Instead of relying solely on traditional teacher training through DIETs and SCERT, it is essential to ensure accountability based on the tangible outcomes of these programmes. It is also important to reflect on why such issues are far less pronounced in South India and the North-Eastern states of our country.
From the University side, our department has already initiated meaningful support for school education through internship programmes with full support from the office of the Director School Education. In 2025, around 78 M.Sc. 4th Semester students were deputed as interns to schools across almost all districts, where each intern contributed nearly 60 hours towards teaching, guidance, and counselling for students from Classes 8th to 12th. This first-of-its-kind initiative was widely appreciated by society, students, and teachers alike, demonstrating that collaborative efforts can yield positive change. We can do wonders, as I believe our young students are very talented, but the system is lacking on many fronts.
On this National Day of Mathematics, let us renew our commitment to nurturing mathematical thinking and drawing inspiration from the rich legacy of mathematical talent India has given to the world. The future of our society depends on how seriously we address this issue today. The life of Srinivasa Ramanujan stands as a powerful source of motivation for young students, who can learn from his unwavering dedication to mathematics despite immense personal and social challenges. His journey reminds us that true talent flourishes through perseverance, discipline, and an unshakeable passion for one’s goals. Our students are immensely talented, and by remaining steadfast and committed, they can transform their potential into meaningful contributions to society.
The writer is a Professor and Head, Department of Mathematics, University of Kashmir
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