In a move that sought to revolutionise undergraduate mathematics education across India, the University Grants Commission (UGC) recently unveiled a draft curriculum designed to blend the nation’s rich classical mathematical heritage with cutting-edge modern pedagogy, in line with the ambitious National Education Policy (NEP) 2020.

Drawing inspiration from ancient texts like the Narada Purana and traditional concepts such as Bharatiya Bijaganit, the proposal aimed to create a uniquely Indian yet globally relevant framework for learning mathematics. Yet, what was intended as a bold leap forward has instead ignited a fierce backlash from the country’s mathematics community.

Over 900 distinguished mathematicians, educators, and researchers, including 20 Padma awardees and numerous Shanti Swarup Bhatnagar Prize winners, have united in a powerful petition demanding the immediate withdrawal of the draft.

They warn that the proposed changes threaten to undermine not only the study of mathematics but also the very foundations of fields as diverse as science, engineering, and economics, putting India’s academic future at serious risk.

HERITAGE VS REFORM: THE CURRICULUM DEBATE

The draft curriculum places strong emphasis on India’s mathematical traditions. Students would explore the history and evolution of Indian algebra, classical formulas like Paravartya Yojayet Sutra for polynomial division, and ritual timekeeping systems such as muhurtas, compared with Greenwich Mean Time.

It interlaces references to Narada Purana’s geometry, Vedic mathematics, and ancient Indian astronomy, with the stated vision to create a curriculum “both contemporary and rooted in heritage.”

Yet, this fusion of ancient traditions with modern subjects has polarised opinion. Critics argue that these inclusions come at the expense of essential foundational topics and practical skills.

PETITIONERS SOUND ALARM: CORE SUBJECTS MARGINALISED

In a strongly worded letter to UGC Chairperson Vineet Joshi, petitioners flagged “grave defects” in the draft undergraduate mathematics curriculum. They argued it sidelines core and applied subjects while prioritising outdated or peripheral content.

Key concerns include:

• Core topics like real analysis, linear and modern algebra are compressed, hindering natural progression
• Applied mathematics, including programming and numerical methods, is largely ignored
• Statistics is limited to a single course with no practical training, weakening its relevance for AI and machine learning
• Electives are poorly designed – some require minimal prior knowledge, but cover advanced topics, while others cram complex materials into very short modules
• Interdisciplinary courses linking math with arts or meditation exceed the expertise of most teachers and are deemed unsuitable
• Petitioners warn these flaws could dilute math education and “cripple” future generations in research and industry.

WHAT EXPERTS SAY

Dr G Kavitha, HoD – Mathematics, Hindustan Institute of Technology & Science, Chennai, describes the UGC 2025 draft as “an ambitious attempt to reshape undergraduate education in India,” integrating foundational mathematics with computational tools, data science, and interdisciplinary elements.

She highlights the outcome-based design and application orientation as strengths, but concurs with critics that core topics are inadequately covered.

She warns that “applied mathematics and computational training are marginalised, with programming, numerical methods, and statistics treated superficially or relegated to electives.”

“From a mathematician’s viewpoint, the way forward is balance. The LOCF should preserve its outcome-driven and application-oriented approach but reinforce core mathematics, research exposure, and modern computational training. Cultural traditions may enrich the curriculum, but should remain optional,” she says.

“With careful redrafting by experts, the framework can truly modernise Indian mathematics education and produce globally competitive graduates,” she adds.

Dr Neeraj Gandotra, Professor of Mathematics, Shoolini University, emphasises the dual need to prepare students for future challenges and foster pride in India’s heritage.

He states, “Mathematics is the foundation of science and technology. A well-designed curriculum should equip students with the skills needed to meet the challenges of the future while also fostering an appreciation of our heritage.”

“Fields such as Artificial Intelligence and Machine Learning are no longer optional – they are essential. Strengthening students’ foundations in linear algebra, probability, statistics, and optimisation will open up opportunities in research, technology, and industry,” he adds.

“Introducing students to Vedic mathematics and Bharatiya Bijaganit can instil pride and provide historical context. The way forward lies in creating a balanced curriculum – one that blends heritage with rigorous training in contemporary mathematics and its applications,” he further says.

BALANCING HERITAGE WITH ACADEMIC RIGOUR

Professor Anup Kale, Dean and Director, School of Science and Environmental Studies, MIT-World Peace University, welcomes the initiative but warns against sacrificing rigour and relevance:

“India’s effort to integrate its mathematical heritage into undergraduate curricula is a welcome step – but it must not come at the cost of academic rigour or global relevance. Foundational subjects like real analysis and computational methods are essential for students to thrive in research and industry.”

“Mathematics is not merely a cultural artefact – it is a universal language of innovation, science, and societal progress,” he adds.

“We must endorse a research-informed, transdisciplinary curriculum that respects tradition while preparing students for a modern, interconnected world. India’s future mathematicians must be fluent in both the algorithms of the past and the analytics of tomorrow. This is not a binary choice – it is a design challenge,” Professor Kale further says.

WHAT IS AT STAKE: IMPACT OF CURRICULUM REFORM

The petitioners emphasise that the consequences of a flawed curriculum extend beyond classrooms, warning that applied mathematics is short-changed, programming and numerical methods are excluded from the core, statistics is confined to a single course, and practical, application-based components in subjects like statistics, machine learning, and artificial intelligence have been squandered.

Experts echo that the absence of hands-on computational training risks isolating graduates from global standards, undermining India’s capacity for innovation across sectors, including science, technology, and economics.

STRIKING THE RIGHT BALANCE

The UGC’s draft undergraduate mathematics curriculum represents a bold vision to marry India’s rich mathematical heritage with contemporary demands. Yet, the extraordinary backlash from India’s leading mathematicians and educators underscores the challenge of achieving this balance.

While cultural traditions can enrich learning and foster pride, the fundamentals of mathematics and its modern applications – especially in computational and applied areas – must remain central.

As Dr Kavitha aptly puts it, “With careful redrafting by experts, the framework can truly modernise Indian mathematics education and produce globally competitive graduates.” The future of Indian mathematics education depends on preserving academic rigour, enhancing practical skills, and thoughtfully integrating heritage, not sidelining one for the other.

Only then can India’s undergraduate mathematics curriculum prepare students not just to honour the past, but to lead the future.

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