ABSTRACT
Mathematics education in India limits and controls epistemic validity by posing substantial challenges to the idea that mathematical knowledge is co-constructed and shared via mutually respectful interactions between a teacher and her pupils. The plan relies heavily on the existing power and privilege gaps between participants. From the perspective that sees mathematics as developed and positioned within historical contexts, institutions, and social, cultural, and discursive spaces, the question of who gets to be labelled a mathematician becomes difficult. There have been two major ramifications for discussions about how to improve math instruction in Indian schools. First, it is important that all kids have an education, and second, math is an important skill to have in today’s world. The aim thus is to provide mathematics instruction that is both inexpensive and engaging for all students, keeping in mind the reality of India, where very few kids can access expensive mathematical resources.
