REIMAGINING MATHEMATICS EDUCATION THROUGH INDIAN KNOWLEDGE SYSTEMS: HERITAGE, INNOVATION AND NEP 2020

Abstract

The mathematical heritage of India in arithmetic, algebra, geometry, number theory, astronomy, measurement, computation and statistical reasoning is extremely rich due to centuries of intellectual research. This tradition is explained by Indian Knowledge System (IKS) and is integrated in the modern schooling. NEP 2020 aims at integrating Indian knowledge traditions into higher education for the promotion of holistic learning, critical thinking, creativity, interdisciplinary understanding and greater awareness of India’s intellectual achievements. The present study investigates the possibility of incorporation of India’s mathematical heritage in the modern mathematical education through NEP 2020. The discussion involves the works of Aryabhata, Brahmagupta, Bhaskara II, Srinivasa Ramanujan, P. C. Mahalanobis and C. R. Rao in mathematics, astronomy and statistics. The traditional methods of arithmetic and mental computation, selected features of Vedic Mathematics, and mathematical ideas in Indian astronomical traditions are also discussed along with their significance for conceptual understanding and mathematical reasoning. Integrating IKS into mathematics education can make meaningful connections to traditional knowledge and modern mathematical application. This method can be used to teach mathematicsfrom historical, cultural and multidisciplinary points of view to scholars, and to develop logic, problem-solving and computational thinking. The study examines the relation of India’s mathematical background with data science, statistics, economics, finance, technology and AI. The study reveals that the meaningful integration of IKS with mathematics in NEP 2020 could make mathematics education more contextual, inclusive and culturally embedded. It can tell students about India’s mathematical achievements and how to apply math to challenges and opportunities of the 21st century.