I n August, the University Grants Commission (UGC) released the draft undergraduate curriculum for nine subjects, including mathematics, as part of the National Education Policy (NEP). The next month, 900 Indian mathematicians signed a petition calling for the UGC to withdraw the draft math curriculum.

Concerns

They argued that it is “riddled with grave defects” that could harm students’ academic and career prospects. They raised concerns about the limited coverage of core subjects, the neglect of applied math, and the poorly conceived design of elective courses. They also voiced reservations about the promotion of a political agenda related to ancient Indian knowledge systems — the draft curriculum includes courses on Kala Ganpana (traditional Indian time calculation), Bharatiya Bij

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