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

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Volume 8 Issue 4
July-August 2026

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Re-envisioning Mathematics Teacher Education through Indian Knowledge Systems: Perspectives from the National Curriculum Framework for Teacher Education and the National Education Policy 2020

Author(s) Dr. Roshni Desai, Dr. Avtar Singh
Country India
Abstract The transformation of teacher education envisioned in the National Education Policy (NEP) 2020 has foregrounded the need for pedagogical approaches that are holistic, learner-centred, multidisciplinary, and deeply rooted in India's knowledge traditions. Within this policy landscape, the National Curriculum Framework for Teacher Education (NCFTE) seeks to prepare reflective practitioners capable of responding to evolving educational needs. Mathematics teacher education, however, continues to rely predominantly on procedural and decontextualized pedagogies. This conceptual paper argues that Indian Knowledge Systems (IKS) offer a meaningful pedagogical resource for re-envisioning mathematics teacher education. Drawing upon policy documents and scholarly literature, it examines the intersections between NEP 2020, NCFTE, and IKS and proposes that integrating Indian mathematical ideas and culturally situated learning experiences can strengthen conceptual understanding, inquiry-based learning, reflective practice, and pedagogical content knowledge among prospective teachers. The paper develops a conceptual framework for IKS-integrated mathematics teacher education that aligns policy aspirations with classroom practice while maintaining mathematical rigor. It concludes that meaningful integration of IKS can foster culturally responsive, contextually relevant, and intellectually rigorous mathematics teacher education.
Keywords Indian Knowledge Systems, Mathematics Teacher Education, National Education Policy 2020, National Curriculum Framework for Teacher Education, Mathematics Pedagogy, Culturally Responsive Pedagogy, Teacher Education, Pedagogical Content Knowledge
Published In Volume 8, Issue 4, July-August 2026
Published On 2026-07-15
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E-ISSN 2582-2160
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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