Examining mathematics education in multicultural India: From the perspective of policy directives

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Dewan, Hriday Kant and Saxena, Tanya (2026) Examining mathematics education in multicultural India: From the perspective of policy directives. In: Diversity in Mathematics and Statistics Classrooms: Significant Approaches for Improving Teaching and Learning for Multilingual and Multicultural Students. Springer Nature Singapore, Singapore, pp. 97-117. ISBN 978-981-95-8731-5

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Abstract

For India as a culturally diverse nation, educational policies have been guiding and shaping its education system since India’s colonial independence in 1949, offering a window into a nation’s educational trajectory. Including mathematics education. The frameworks by curricular directives foreground the principles whose implications are expected to be visible within mathematics state curriculum, textbooks and classroom teaching. It would be valuable to know the perspectives and actionable suggestions reflected in these documents that contribute to the idea of inclusive mathematics education in a diverse setting in India. Hence, this chapter presents policy review, synthesising the literature and examining India’s educational policies and curricular directives from the perspective of engaging multilingual and multicultural students in mathematics classrooms.

Item Type:	Book Section
Authors:	Dewan, Hriday Kant and Saxena, Tanya
Editors:	Editors Email ORCID Sharma, Sashi UNSPECIFIED UNSPECIFIED Farsani, Danyal UNSPECIFIED UNSPECIFIED Sharma, Shweta UNSPECIFIED UNSPECIFIED
Document Language:	Language English
Subjects:	Social sciences > Education Social sciences > Education > Elementary education Social sciences > Education > Curricula > Curriculum development
Divisions:	Azim Premji University - Bengaluru
Full Text Status:	None
URI:	http://publications.azimpremjiuniversity.edu.in/id/eprint/7749
Publisher URL:	https://doi.org/10.1007/978-981-95-8731-5_7

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