When the University Grants Commission (UGC) released its proposed undergraduate mathematics curriculum in August, it was presented as a progressive step aligned with the National Education Policy (NEP) 2020. This ambitious proposal aimed to integrate classical Indian mathematical traditions, modern teaching methods, and interdisciplinary courses, even citing ancient texts like the ‘Narada Purana’ and ‘Bharatiya Bijaganit’. However, what was envisioned as a groundbreaking reform has instead ignited a substantial backlash from India’s academic mathematics community.
A petition signed by over 900 mathematicians, educators, and researchers, including 20 Padma awardees and several Shanti Swarup Bhatnagar Prize recipients, urgently calls for the withdrawal of the current draft. They assert that the curriculum contains ‘grave defects’ that threaten to weaken not only the study of mathematics itself but also all fields reliant on it, from science and engineering to economics.
A Curriculum Rooted in Heritage
A central feature of the draft includes incorporating India’s rich mathematical heritage. Students would explore the history of Indian algebra, learn classical formulas like the Paravartya Yojayet Sutra for polynomial division, and even study traditional timekeeping systems (muhurtas) in comparison to Greenwich Mean Time. References to the geometry found in the Narada Purana, Vedic mathematics, and concepts from ancient Indian astronomy are intricately woven into the syllabus.
The UGC stated its vision was to create a curriculum that is both contemporary and deeply connected to heritage. Yet, it is precisely this blend, along with critical omissions, that critics argue renders the draft unsuitable.
The Petitioners’ Case
In a strongly worded statement submitted to UGC Chairperson Vineet Joshi, the petitioners demanded the draft be scrapped and redesigned by a committee of qualified mathematicians and educators. They argue that the current document marginalizes fundamental subjects while prioritizing outdated or irrelevant content.
Among their primary concerns are:
- Core subjects such as real analysis, linear algebra, and modern algebra are either insufficiently covered or hastily compressed into single semesters, hindering proper learning and natural academic progression.
- Applied mathematics has been neglected, with essential programming and numerical methods excluded from the core syllabus. Statistics is condensed into a single course, lacking practical training vital for modern applications like machine learning and artificial intelligence.
- Elective courses exhibit poor structuring. For example, ‘Mathematics in Music’ allegedly requires only Class 10 knowledge but delves into advanced topics like Fourier analysis and Markov chains. Similarly, ‘Mathematics in Machine Learning’ attempts to cover complex concepts in a mere 15 hours.
- Several interdisciplinary courses venture far beyond the expertise of most mathematics instructors. Signatories contend that courses linking mathematics to meditation, drama, or arts are inappropriate for an undergraduate program.
The petition also highlights the inclusion of outdated courses like Analytical Geometry and Mechanics, which are seen as remnants of colonial-era syllabi. Furthermore, it points out bizarre citations of non-existent reference materials, such as books attributed to authors like Rudin, Glenn Ledder, and Mirabai Starr that cannot be found in course bibliographies.
What Is At Stake
According to the signatories, these deficiencies will not only compromise students’ mathematical training but will also ‘cripple’ future generations by diluting research and industry standards. The petition explicitly states, “Applied mathematics is short-changed; programming and numerical methods are outside the core. Statistics is stuffed into one course. In courses on statistics, machine learning, artificial intelligence etc. it is natural and customary to have a practical and application-based component; this opportunity has been squandered.”
Academics warn that the negative repercussions will extend far beyond classrooms, impacting science, technology, and India’s overall capacity for innovation.
A Call for Redrafting
The petitioners emphasize that India possesses a wealth of globally recognized mathematicians and educators who could contribute to creating a balanced and relevant curriculum. Eminent scholars stress that the UGC must leverage this expertise.
The petition declares, “A nation with such a rich heritage of performing well in mathematics should have a curriculum that equips its students to meet the demands of the contemporary world.” The unanimous recommendation is clear: withdraw the current draft and form a new committee of experts in mathematics and pedagogy to design a rigorous, practical, and future-ready curriculum.
This sweeping challenge to a UGC curriculum draft underscores the significant stakes involved: the future of mathematics education and, by extension, the very foundations of scientific endeavor in India. As this remains a draft, the UGC’s response—whether through revisions, withdrawal, or quiet persistence—will determine if this criticism leads to meaningful change or simply becomes another academic debate.