The National Council of Educational Research and Training (NCERT) has once again sparked national discussion with its revised Class 7 Mathematics textbook, which attributes core mathematical concepts — including algebra and geometry — to the pioneering work of ancient Indian scholars.
The newly released second part of Ganita Prakash, NCERT’s Mathematics textbook series for Class 7, expands upon earlier editions by directly linking modern mathematical ideas to their ancient Indian origins. According to NCERT Director Dinesh Prasad Saklani, this revision is part of a conscious effort to teach students “correct history” and move away from what he described as “a skewed, colonial perspective” that has long dominated Indian education.
“For too long, the history of mathematics has been presented through a European lens,” Saklani said. “Our goal is to restore balance — to make the subject more interdisciplinary and to develop a sense of pride in our students.”
Ancient Algebra and the Indian Connection
The revised textbook draws on the works of renowned mathematicians such as Brahmagupta (598–668 CE) and Bhaskaracharya (1114–1185 CE) — figures whose intellectual contributions formed the foundations of modern arithmetic and algebra.
A chapter on Integers attributes the first systematic rules of multiplication and division of positive and negative numbers to Brahmagupta’s Brahmasphutasiddhanta, composed in the 7th century CE. The book calls this “an important milestone in the development of arithmetic and algebra,” offering students both a historical reference and a practical application through problem-solving exercises based on Brahmagupta’s original formulations.
The chapter on Algebraic Expressions and Equations revisits the Sanskrit term bijaganita, meaning “calculation with seeds” — considered the linguistic and conceptual root of modern algebra. The text explains that Indian mathematicians used symbols and letters to represent unknown quantities long before algebra took shape in the Arab and European worlds.
“The word algebra comes from al-jabr, from Al-Khwarizmi’s 9th-century Arabic treatise Hisab al-jabr wal-muqabala. But the ideas that influenced him originated in India,” the textbook notes.
These connections illustrate a key intellectual exchange: in the 8th century, Indian mathematical ideas were translated into Arabic and later spread to Europe through Latin translations, shaping the foundations of algebra as we know it today.
Geometry and the Sulba-Sutras
The book also delves into India’s geometric heritage through references to the Sulba-Sutras, a collection of ancient Sanskrit texts that predate classical Greek geometry.
The chapter titled Constructions and Tilings describes the methods used in the Sulba-Sutras to construct perpendicular bisectors and geometric shapes using ropes — a practice integral to the design of fire altars in Vedic rituals.
“Ancient mathematicians from India knew exact procedures to construct perpendiculars and bisectors using ropes. These techniques were part of the Sulba-Sutras, making them some of the earliest known geometric texts in human history,” the chapter explains.
This approach not only connects geometry to India’s cultural context but also makes learning mathematics more tangible and story-driven, especially for middle school students.
A Vision of Decolonised Education
The revision is part of a larger NCERT initiative to align school curricula with the National Education Policy (NEP) 2020, which emphasises Indian Knowledge Systems (IKS) — integrating traditional wisdom, philosophy, and science into modern education.
Saklani described the change as threefold:
- To teach accurate, indigenous history rather than a Eurocentric narrative.
- To make mathematics more interdisciplinary, linking it with culture, history, and philosophy.
- To instil a sense of pride and belonging in students about India’s intellectual legacy.
He added that this shift was crucial for fostering innovation grounded in cultural confidence. “We want our children to know that India was not just a receiver of knowledge but also a creator of it,” he said.
Global Recognition and Scholarly Context
Historians and scholars have long acknowledged India’s influence on global mathematics. Dhruv Raina, historian of science and former JNU professor, noted, “Arab mathematicians were profoundly influenced by Indian scholars, particularly Brahmagupta. They synthesised this with Greek and Chinese knowledge, creating what we recognise as modern algebra today.”
This acknowledgement reinforces the idea that scientific progress has always been cross-cultural — a collaborative journey across civilizations. By highlighting these connections, NCERT aims to give Indian students a fuller understanding of their country’s contributions to world knowledge.
Correcting the Colonial Lens
The earlier Class 7 textbook contained no references to Indian mathematicians or indigenous systems of knowledge. In contrast, the new edition situates mathematical progress within a global yet India-centred framework — one that challenges the colonial narratives that often credited European scholars as the sole innovators.
Saklani emphasised that this is not about erasing global contributions but about restoring balance: “Students must learn that India has been part of the world’s scientific journey from the very beginning. We are simply correcting distortions and ensuring that our children grow up informed, inspired, and empowered.”
A Step Toward Intellectual Self-Reliance
As India enters an era of educational transformation, the NCERT’s Ganita Prakash represents more than just a textbook update — it’s a philosophical shift. The initiative embodies a larger movement to make education reflective of India’s civilizational strength and intellectual continuity.
The book’s integration of ancient Indian mathematical traditions serves a dual purpose: it deepens conceptual understanding and strengthens cultural identity. In doing so, it ensures that the next generation of learners view mathematics not as an imported discipline, but as part of their own intellectual inheritance.
“The purpose of education,” Saklani concluded, “is not only to create employable citizens but also to nurture thinkers who are proud of their roots and confident in their knowledge.”
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