Challenges in Teaching and Learning Mathematics at Secondary Level in Government Schools of Rohtak District, Haryana: A Contemporary Analysis

Author(s): Dr. Mitu Nagpal

Abstract:

Mathematics at the secondary stage plays a decisive role in shaping students’ academic trajectories and career opportunities. Despite its recognized importance, achievement levels in government secondary schools remain a matter of concern, particularly in rural and semi-urban contexts. The present paper critically examines the academic, pedagogical, infrastructural and psychological challenges associated with teaching and learning mathematics at the secondary level (Classes IX–X) in government schools of Rohtak district, Haryana. Drawing upon existing research, national survey findings and field-based observations, the study identifies major constraints such as weak foundational skills, abstract curriculum design, examination-driven pedagogy, inadequate teaching-learning resources, overcrowded classrooms and negative learner attitudes towards mathematics. Algebra and word-problem solving emerge as the most problematic domains due to conceptual gaps and limited exposure to experiential learning. The paper further discusses systemic factors including teacher workload, limited professional development opportunities and uneven implementation of reforms. In light of the transformative vision proposed in the National Education Policy 2020, the study recommends competency-based instruction, activity-oriented pedagogy, integration of technology, continuous assessment practices and strengthened teacher preparation. By situating local realities within broader educational reforms, the paper proposes a practical roadmap for enhancing conceptual understanding and fostering a positive mathematical culture in government secondary schools.

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Pages: 149-151     |    13 View     |    2 Download