Maths or no Maths

This is in perpetuation to the write up, “Treating Mathematics as Necessary Evil” written by Prof. M. A. Sofi published on December 04, edition of Greater Kashmir. As I know the author, he is a well-known academician and also a mathematician by profession, teaching the subject for more than thirty years giving us enough reason to consider his opinion as important. Having said that, I would also like to throw light on a few points which I find needs to be thought through before reaching any conclusion.

Primarily I am at loss to convince myself, why take such a step! By doing so are we not trying to cut the roots of a discipline which is as old as human race? Do we really understand the credibility, the quintessence, the significance, the relevance and the applicability of the subject? Undeniably taking such a step will give some respite to those students who are not willing to pursue mathematics afterwards. Let us presume for a moment that this is done, is the problem solved? What if same demand arises in future for some other subject, shall will allow that subject also to fall prey to public opinion? Teaching–Learning process is a different ball game which needs to be understood and its sanctity should not be eroded under the pretext of National Education Policy. We have to imbibe the habit of taking challenges in our students for which students should be trained to be mentally tough, augment their power of tolerance, resilience, endurance instead of providing them with a short cut which doesn’t give them that thrill, satisfaction and the pleasure. We as teachers/parents should make our students/kids to learn to tread on a thorny path rather than arrange a cake walk.

Life is about taking challenges (big or small), for example climbing the Mount Everest has been a challenge for ages and still remains to be so, the passion, the thrill for accomplishing the goal of reaching the peak is inexpressible. But now in the modern era, by making use of science and technology it is quite possible to send people there for a picnic. Will the challenge, the thrill and the gratification be same?

Moreover, what will be the contents and the quantum of the course for level 1 Mathematics paper? As I fathom its nitty-gritty the curriculum runs in coherence with the preceding classes. For instance, the students are exposed to the solution of linear equation in class 9^th then they learn about solving a linear equation of two variables in class 10^th or to solve a quadratic equation and on the same analogy for other topics viz geometry, sets, trigonometry, statistics etc., are framed in line with the previous. So, there are two ways to frame level 1 paper one choosing topics which are advanced than class 9^th and not in present 10^th which doesn’t seem to be possible with rationality and reason. Otherwise, reducing the quantum of the syllabus which will be logically disastrous.

So, seeking a public opinion in a matter which is highly technical looks un-wise to me. The word stakeholder is very tricky and for me everyone doesn’t always have the right to give opinion.

Nisar Sultan Lone teaches Mathematics at JK Institute of Mathematical Sciences, Srinagar.