Maths remains a killer subject as learning gaps widen across grades

Maths remains a killer subject as learning gaps widen across grades

 Vishal.Katoch@timesofindia.com 08.06.2026  EDUCATION TIMES

As students transition from primary to secondary grades, their mathematical competency declines, collapsing from 60% in grade III to just 37% in grade IX. It is being blamed on traditional teaching methods, which make Math intimidating due to abstract rules, rigid formulas, and tedious pen-and-paper calculations. 

To increase interest, teachers need to foster curiosity, logical reasoning in classrooms instead of strict procedural consistency. The recently released NITI Aayog policy report, School ‘Education System in India: Temporal Analysis and Policy Roadmap for Quality Enhancement,’ shows that this drop is due to gaps in basic learning. 

As per PARAKH dashboard, only 50% of class III students could perform simple money transactions up to Rs 100 or identify basic geometric shapes, while just 61% could manage simple measurements of time such as minutes, hours, and days. By class IX, this lack of conceptual clarity worsens drastically: only 28% of students can apply percentage formula to solve problems; just 31% can use fractions and ratios in daily life, and a mere 37% understand the basic properties of shapes like triangles and polygons. Consequently, secondary school students not only face major challenges with advanced concepts such as algebra and geometry theorems, but also struggle with practical, everyday arithmetic.

 While Punjab, Himachal Pradesh, Odisha, Kerala, and Rajasthan consistently rank as top performers, showing robust systems that maintain learning levels over time, Jharkhand, Meghalaya, Lakshadweep, Gujarat, and J&K lag national average with lowest outcomes, with fewer than 55% of children demonstrating basic skills. 

Prof Anita Rampal, former dean, Faculty of Education, University of Delhi and former chairperson, NCERT Primary Textbook Development Team, says, “Math has been known as a ‘killer subject’ for decades, and this is a global perception. Children develop a natural interest when they learn while playing games or working, by integrating math into their life. The true understanding of mathematics is lost the moment it is reduced to just solvingproblems. 

“When we look at patterns, notice symmetries, or take measurements, we find that math is everywhere,” Prof Rampal adds. Conceptual Gaps Babita, TGT Maths, CM SHRI School, New Delhi, says that the subject requires absolute, uninterrupted continuity, meaning that if a child gets confused early on, their problems quickly multiply as the lessons get harder. 

“Maths is a subject that demands consistency; if there is a gap in understanding or a student does not grasp the basics, the distance between what they know and what is being taught keeps widening. Because the curriculum moves forward at a fixed pace to meet exam deadlines, there is rarely time to help them catch up,” says Babita. 

“This missing link quickly shatters a child's morale, turning what should be a normal learning journey into total confusion and a severe drop in confidence. This problem usually occurs when a student reaches grade IX,” she adds. Curiosity Over Fear Turning this fear into confidence will require a completely different approach in the classroom.

Ruby Kumari, (exclusive teacher), UMS Sarouni, Bounsi Banka, Bihar, says, “With tools such as ChatGPT and Microsoft Math Solver, students may turn passive and become totally dependent on technology. To counter this and help them understand Math better, we must move beyond mere pen-and-paper calculations and connect the subject to the world around them.”