With thoughtful reforms, committed educators, and collective responsibility, we can restore mathematics to its rightful place. Reversing this trend requires purposeful and sustained action.
Rayees Yaseen
Mathematics, once revered as the “Queen of All Sciences”, is gradually losing its place in our classrooms. A subject that once inspired curiosity, confidence, and intellectual pride is now often approached with hesitation and even fear. This quiet decline is not merely about one discipline—it reflects a deeper shift in how we value learning, reasoning, and critical thinking.
At its core, mathematics is the language of logic, precision, and truth. It equips us with the ability to think clearly, solve problems systematically, and make sense of the world around us. Every advancement in science and technology stands firmly on its foundation. Yet, despite its central role, many students today find themselves disconnected from it—largely because it is too often taught as a subject to be memorised rather than understood.
In Kashmir, there was a time when mathematics commanded both respect and enthusiasm. Students engaged with it eagerly, and families encouraged its study as a path to academic excellence and opportunity. Over the years, however, this enthusiasm has waned. A lack of effective teaching methods, a shortage of well-trained teachers, and an overly complex syllabus have all contributed to this decline.
Reversing this trend requires purposeful and sustained action. A dedicated initiative, such as a “Rehbar-e-Math” scheme, could bring much-needed focus to mathematics education in the region. Ensuring that every school is staffed with qualified and well-trained mathematics teachers must be a priority, as strong foundations are built in the early years.
Equally important is the need to revisit the curriculum. The syllabus should be simplified and made more engaging, with an emphasis on conceptual understanding and activity-based learning. Mathematics must be experienced as a process of discovery, not endured as a burden.
Private schools, too, must be held to consistent standards by ensuring the appointment of specialised mathematics teachers at all levels. At the same time, regular and meaningful training programs at the DIET level should be organised for both government and private school teachers to enhance their teaching skills and classroom effectiveness.
Mathematics has not lost its value—it has only lost our attention. With thoughtful reforms, committed educators, and collective responsibility, we can restore its rightful place in our education system. The crown may have slipped, but it is still within our reach to place it back where it belongs.
The writer is a teacher at Kendriya Vidyalaya School
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