The reason I am not interested is because math skills do not translate well into a career in academia, she said.
“I don’t think we should be giving people a maths degree in their early 20s and 30s,” she added.
“That’s a mistake.”
Ms Chittaranjan, who works for the Indian Institute of Technology, said the country needed to change the way it teaches math.
“We need to have an open, transparent, open-to-all educational system,” she said, adding that her colleagues and I have to learn to be open to other people’s points of view.
“If we are going to be a good society, we need to create a culture where people feel comfortable to be different.”
A few years ago, Indian prime minister Narendra Modi introduced a plan for a national standardised maths curriculum, a move that had the support of some economists and others, including former chief economic adviser Arvind Subramanian, who has been advocating for the change for years.
The initiative would include a national curriculum in the first year of high school, with compulsory entry to the National Maths Institute at least once a year.
“It’s an important move,” Mr Subramaniam told The WorldPost.
“The world’s greatest mathematicians are Indian. “
“India is a place where there are lots of opportunities to improve mathematics education and mathematics skills. “
“Many countries, including countries like Germany, are starting to recognise that.” “
He said he believed the country had the potential to be among the top five in the world in maths education. “
Many countries, including countries like Germany, are starting to recognise that.”
He said he believed the country had the potential to be among the top five in the world in maths education.
The number of teachers trained in maths has declined from almost 10,000 in 2007 to 8,500 now, according to a report published in February.
“Some countries are not providing quality teachers.
Some countries are going further down the path of eliminating teacher-training programs,” he said.
A shortage of teachers and teachers-led schools in the country has resulted in a significant drop in students taking mathematics subjects.
In some cases, students are taking mathematics as an after-school subject, said Mr Subrana.
The World Post visited the National Mathematics Institute in Chennai on Tuesday and found that only two of the seven classrooms were equipped to teach the national curriculum.
The rest of the school was empty, with only a few children in the school’s math classes.
Many teachers were not qualified to teach, and many students lacked the motivation to go to the college-level mathematics classes, Mr Subra said.
Despite this, he said, he hoped the government would help fill the gap by creating a school for teachers to teach in a classroom.
“A lot of the kids are not very motivated to go there,” he added.
‘Not the best use’ for students’ time The report from the National Institute of Mathematics, which was commissioned by the Indian government, said that many teachers were “not the best utilise the students’ learning time” and suggested that it was not possible to improve the quality of teaching in the curriculum.
A recent study by the Confederation of Indian Industry found that of the more than 1.1 million teachers in the national math curriculum, just 3.1 per cent had passed a national exam, while in the maths sector, the proportion was higher at 11.4 per cent.
Mr Subrameaniam said the shortage of math teachers meant that the students could not learn mathematics well.
“They are not learning the mathematics as well as the other subjects,” he explained.
“Even the teachers who have passed the exam are not aware of what the problems are and how to solve them,” he claimed. “
“All the teachers need to know about mathematics is the content.””
Even the teachers who have passed the exam are not aware of what the problems are and how to solve them,” he claimed.
“All the teachers need to know about mathematics is the content.”
The government needs to provide more time and more teachers to teachers,” he warned.
“What is the best way to do it?” “
To understand how to do mathematics in a way that is appropriate for the society and the culture,” he told The Wohlfahrt.
“What is the best way to do it?”
“Maybe that is the better way.” “
Why not just provide a general education and let the students take it as they want?” he said in an interview with The Worldpost.
“Maybe that is the better way.”
But Professor Vidyasagar Rao, professor at the Indian Mathematical and Mathematical Sciences Institute, said it was difficult to see how such a programme could work.
“In terms of the quality and quantity of teaching, we don’t have enough teachers to meet the needs of the