Once the centre of mathematics and astrology, India is today lagging in this field on the international horizon. Ask any student, the most intimidating subject will be mathematics. No one wants to become Ramanujam, while knowledge of mathematics is the first step to becoming an engineer, doctor or accountant.

Once renowned as the cradle of mathematical genius with historical figures such as Aryabhata, Brahmagupta and later Srinivasa Ramanujan, India's contemporary mathematics teaching standards have sadly lagged. The gap between India's rich mathematical heritage and its modern educational practices raises serious questions about the future of mathematics in the country.

Read in Hindi: भारत के नौनिहाल हो रहे हैं गणित से बेहाल...!

Dr Anubhav Sir, a senior teacher at St Peter's College of Agra, explains that "While it is almost impossible to move ahead in every competition without basic knowledge of mathematics, and today it is not possible to run any application in every field without mathematics, still students do not show passion to become mathematicians!"

It is also true that most coaching is taken in subjects related to mathematics, yet you will find very few people who dream of becoming mathematicians, says Prof Mandvi of Delhi University. "For too long, we have followed outdated teaching methods that deprive students of the joy of learning. Mathematics is often presented as a dry, abstract subject, lacking fun, relativity and problem-solving skills. Indian institutions of higher education have failed to showcase the beautiful connections between mathematics, IT, science, technology and various other applications," she adds.

Teachers in India have neglected to show students how mathematics is used to solve real-world problems, from coding and data analysis to medical research and environmental sustainability. As a result, many students develop a fear or dislike of mathematics, which can have long-term effects on their academic and career goals, says social analyst Prof Paras Nath Chaudhuri.

An obvious issue within India’s mathematics education system is the inadequacy of teaching standards. Teachers often lack comprehensive training in both the subject matter and effective pedagogical approaches. This deficiency is further exacerbated by a rigid curriculum that emphasises rote learning over conceptual understanding, says Mahi Heather, a Class XI student in Mysore.

“Students often view mathematics as an abstract, intimidating subject rather than a logical and engaging discipline. This fear and resentment towards mathematics is evident among students, many of whom develop a deep aversion to the subject early in their academic journey,” adds Veer L Gupta, another student.

While, Kanksha Gupta, a maths teacher at Scholars International School of Jaipur, says that students demonstrate a strong grasp of mathematical concepts and can often provide accurate answers. However, their progress is hindered by a weakness in arithmetic calculations. This gap arises due to a lack of sufficient time dedicated to honing their calculation skills both at home and in school. 

"The human brain possesses distinct hemispheres responsible for reasoning and arithmetic. When these two facets aren't seamlessly integrated, a fear of mathematics can emerge. Mathematics demands a harmonious blend of analytical, calculative, and problem-solving abilities. A student's success in mathematics is intricately linked to their learning environment, the quality of instruction they receive, and even their genetic predisposition. These factors collectively shape their mathematical journey," she adds.

Rukmini Gupta, a student in Faridabad, blames their genes for hating Mathematics. “Because my mom and dad were so weak in Mathematics, I faced difficulties in this subject, therefore, I chose Biology in 11-12th standards instead.”

The time has come to rethink our approach to mathematics education and make it more engaging, interactive and relevant to students’ lives. “Let us use the power of technology, games and real-world examples to make mathematics more accessible and enjoyable. Let us encourage students to explore, experiment and innovate rather than simply memorise formulas and procedures,” appeals TP Srivastava, a distinguished academician from Bihar.

"The state of mathematics education and research in India needs urgent attention," says Meera, a retired teacher with a long history of scientific research. "By tackling inadequacies in teaching standards, addressing resource disparities, and fostering a supportive environment for mathematics, India can rekindle its legacy as a leader in the field. Only then we can hope to develop an environment for mathematics that honours the brilliance of individuals like Ramanujan."

Beyond the struggles of students and teachers, India’s mathematics research landscape appears to be stuck or stagnant. While global progress in mathematics is accelerating, contributions by Indian mathematicians since Ramanujan’s time have lagged. The government’s limited focus on promoting mathematical research, unlike other disciplines, discourages aspiring mathematicians and researchers.