International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 2 (March-April 2026) Submit your research before last 3 days of April to publish your research paper in the issue of March-April.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 2
March-April 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

A Reflective Study of My Teaching Journey as a Mathematics Lecturer in Delhi Government Schools (2010–2025): Pedagogical Shifts, Policy Impact, and Classroom Realities

Author(s) Ajmer Singh
Country India
Abstract This reflective study presents a first-hand narrative and academic analysis of my 15-year journey as a Mathematics Lecturer in various government schools under the Directorate of Education, Government of NCT of Delhi. Spanning diverse institutional contexts such as Karol Bhag GBSSS, Najafgarh Dharampura GBSSS, Mahipal Pur GBSSS, CM Shri School Sarojini Nagar, Paprawat GBSSS, and the Patrachar Vidyalaya DTE–Patrachar Branch (HQ) Govt. of NCT Delhi, the paper examines the changing nature of mathematics education from 2010 to 2025. The aim is to critically evaluate pedagogical shifts, policy impacts, and classroom experiences that shaped teaching practices and student learning outcomes.
The paper adopts a qualitative and autoethnographic approach, combining personal reflections, teaching materials, policy frameworks, and classroom data. Special attention is given to the Patrachar system, which provides flexible and inclusive education to dropout students and working learners. The study also
highlights the challenges faced in resource-deficient schools, student diversity, gendered learning patterns, and the need for context-sensitive pedagogy. My journey reflects not only the evolving role of a teacher but also the resilience required to bridge systemic gaps while adapting to technological and curricular changes. The paper concludes with insights and policy recommendations to strengthen future teaching practices, especially in public education systems. This study contributes to the broader discourse on reflective teaching, public schooling in India, and the lived experiences of educators navigating complex educational landscapes. This reflective study explores my 15-year teaching journey as a Mathematics lecturer in various Delhi Government schools from 2010 to 2025, focusing on pedagogical shifts, policy impacts, and classroom realities. The study examines how evolving educational policies, including the Right to Education Act (RTE) and the National Curriculum Framework (NCF), influenced teaching methodologies and student engagement. It also highlights challenges encountered, such as infrastructural constraints, diverse student backgrounds, and the demands of the Patrachar (open schooling) system catering to non-traditional learners. Through qualitative self-reflection and analysis, the paper discusses innovative strategies employed to enhance learning outcomes, such as incorporating technology, contextualizing mathematical concepts, and fostering inclusive classrooms. The study
underscores the importance of continuous professional development and adaptive teaching practices in government schools to address systemic inequalities and improve educational quality. Findings reveal that while policy frameworks provide a foundation, their effective implementation depends heavily on teacher agency and contextual responsiveness. This paper contributes to the discourse on teacher experiences in public education and offers policy recommendations to support educators better.
Keywords Mathematics Education, Delhi Government Schools, Teaching Journey, Pedagogical Shifts, Educational Policy, Right to Education Act, Patrachar System, Classroom Challenges, Teacher.
Field Mathematics > Statistics
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-10-27
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.58916
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 2Cover Page Vol 8 Isu 1Cover Page Vol 7 Isu 6

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com
Powered by Sky Research Publication and Journals