Digital Pedagogy Workshop for Mathematics Teachers UP August 2026

Background and Context

Mathematics is an important but often challenging area of education. The National Curricular Framework emphasizes inclusive learning environments that develop reasoning, modelling, abstraction, and problem-solving skills, moving beyond rote memorization and procedural learning.

However, classroom practices often rely heavily on summative assessments that prioritize memory and algorithms over conceptual understanding. Foundational Literacy and Numeracy data also indicates that many students lack foundational mathematical skills and are not learning at grade-appropriate levels. Since mathematical concepts are hierarchical, these early gaps affect learning of advanced topics. Weak connections between concepts, limited links with everyday experiences, and insufficient use of students’ prior knowledge further add to these challenges.

Addressing these gaps requires contextual and meaningful mathematics learning that strengthens conceptual understanding and problem-solving. Digital technologies can support this shift through interactive and visual resources that help students explore mathematical concepts. However, despite increased availability of technology in government schools, its classroom use remains limited due to teachers’ limited familiarity and confidence with technology and the lack of professional development focused on integrating technology with mathematics pedagogy.