Redefining the Role of Mathematics Teachers in Curriculum and Pedagogy: Perspectives from NEP 2020
Dr. Neetu Makkar, Assistant Professor
Sidana Institute of Education, Amritsar
Affiliated to Guru Nanak Dev University, Amritsar, Punjab
Abstract
The National Education Policy (NEP) 2020 has introduced a transformative and holistic paradigm for Indian education, centering on competency-based, integrative, and technology-supported learning. In this evolving context, mathematics teachers have become critical agents of curricular reform and pedagogical innovation. This mixed-methods study investigates the redefinition of mathematics educators’ professional responsibilities under NEP 2020—examining shifts in curriculum design, pedagogy, technology adoption, assessment, and professional development across varied school contexts. Data from 56 teachers, gathered via surveys, semi-structured interviews, and institutional documents (with 18 comprising the qualitative subsample), reveal a significant move from traditional content delivery toward inquiry-based, learner-centered practices; 82% of teachers report increased emphasis on critical thinking and problem-solving. Professional development shows a strong association with digital integration (r = 0.63, p < 0.01), yet inequitable infrastructure constrains full implementation, especially in rural and government-run schools. Challenges—such as limited training, resource gaps, and large class sizes—continue to inhibit sustained pedagogical change. While teachers support formative and competency-based assessment, gaps in preparation restrict systemic adoption. Thematic findings show emerging, context-specific strategies like peer collaboration and local resource sharing. The study concludes that mathematics teachers can catalyze transformative learning when embedded within supportive ecosystems that bridge policy intent with classroom realities. Immediate priorities include capacity-building, systemic assessment reform, and digital equity
Keywords: Mathematics Education, National Education Policy (NEP) 2020, Pedagogy, Teacher Role, Professional Development, Technology.
DOI link – https://doi.org/10.69758/GIMRJ/2509S01V13P008
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