Training Needs of Mathematics Teachers for Effective Implementation of Competency-Based Newly Developed Mathematics Textbooks at the Middle Stage

Rishikesh Kumar

Training Needs of Mathematics Teachers for Effective Implementation of Competency-Based Newly Developed Mathematics Textbooks at the Middle Stage

Author(s)	Dr. Rishikesh Kumar
Country	India
Abstract	The National Education Policy (NEP) 2020 has driven a paradigm shift from content-based to competency-based education (CBE), emphasizing holistic development, conceptual understanding, critical thinking, problem-solving, and the application of knowledge in real-life contexts. This vision is further operationalized through the National Curriculum Framework for School Education (NCF-SE) 2023, which advocates for a flexible, learner-centric curriculum that prioritizes competencies and skills over rote memorization. In alignment with these reforms, the newly developed NCERT mathematics textbooks Ganita Prakash for the middle stage (Grades 6-8) are designed to foster deep conceptual understanding, mathematical reasoning, problem-solving abilities, effective communication, and the application of mathematical knowledge through activity-based, experiential, and real-life contextual learning. Successful implementation of these textbooks, however, hinges significantly on teachers’ preparedness and professional competence. This paper reviews existing literature on mathematics teacher professional development and competency-based education to identify the key training needs of mathematics teachers for the effective rollout of competency-based mathematics textbooks at the middle stage. The review highlights that teachers require targeted professional development in several critical areas: competency-based pedagogy and activity-oriented teaching; assessment literacy focused on formative, competency-oriented evaluation; strengthening mathematical reasoning and conceptual depth; integration of technology and digital tools; inclusive education practices to address diverse learner needs; and reflective practice for continuous improvement. The paper concludes with actionable implications and recommendations for redesigning continuous professional development (CPD) initiatives, and support systems to ensure teachers are well-equipped to inculcate the goals of NEP 2020 and NCF-SE 2023 into classroom practice through effective use of the mathematics textbook Ganita Prakash at the middle stage.
Keywords	Competency-Based Education, Mathematics Teacher Professional Development, Teacher Training Needs, Ganita Prakash, NEP 2020, NCF-SE 2023, Assessment Literacy, Continuous Professional Development.
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-06-13

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Training Needs of Mathematics Teachers for Effective Implementation of Competency-Based Newly Developed Mathematics Textbooks at the Middle Stage

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