International Journal For Multidisciplinary Research

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

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From Heritage to Classroom: Innovative Pedagogies for Teaching Mathematics through Indian Knowledge Systems

Author(s) Dr. Purvi Bhagatsingh Arora
Country India
Abstract Mathematics classrooms frequently face the challenge of making abstract ideas meaningful for learners. Concepts such as symmetry, proportion, trigonometry, and spatial reasoning are often presented as isolated procedures, leaving students with little opportunity to connect mathematics to the world around them. Ironically, many of these ideas have been embedded in Indian art, architecture, traditional games, and cultural practices for centuries. Yet, these connections remain largely absent from everyday classroom experiences.
Situated within the broader discourse on innovative pedagogy, the present study explores the educational potential of Indian Knowledge Systems (IKS) in mathematics teaching. Drawing upon ethnomathematics, constructivist theory, and cognitive apprenticeship, the study examines how cultural artefacts—including mandalas, Gond paintings, Rani ki Vav, Konark Sun Temple, Ajanta–Ellora caves, Gol Gumbaz, Chaupar, and Gilli-Danda—can serve as meaningful contexts for learning geometry and related mathematical concepts.
A fifteen-day design-based intervention was conducted with Grade XI students, where learning unfolded through four stages: observation, investigation, creation, and reflection. Rather than functioning as passive recipients of information, students engaged with mathematics as investigators, designers, and interpreters of cultural knowledge.
The findings suggest that culturally responsive pedagogies deepen conceptual understanding while simultaneously fostering creativity, collaboration, critical thinking, and a sense of belonging. More importantly, the study highlights that innovation in education is not limited to the use of digital technologies; it also lies in designing learning experiences that connect disciplinary knowledge with learners' cultural identities and lived realities.
Keywords Indian Knowledge Systems, innovative pedagogy, experiential learning, ethnomathematics, geometry education, cultural pedagogy.
Field Mathematics
Published In Volume 8, Issue 5, September-October 2026
Published On 2026-09-21
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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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