India’s National Curriculum Framework 2005 (NCERT, 2006a) posited an epistemic change towards learning. Learning was seen through a constructivist lens with the learner being focused on in the policy discourse (Sarangapani, 2007; Saxena, 2006). The Position Paper in Teaching of Mathematics proposed the guideline of ‘Math for all’ (NCERT, 2006b, p. 12). Curriculum was proposed to be coherent, ambitious and having depth rather than being tall and spindly (NCERT, 2006b, p. 7). It was recommended that mathematics learning should cater to the minority of learners who have the potential to do well in mathematics as well as include the majority of learners who usually find mathematics challenging (NCERT, 2006b, p. 12). The proposed shift raised an expectation on teachers’ role in classrooms. They were expected to make the classroom space more inclusive in order to make mathematics learning equitable. The teachers were assumed to have a role of implementing these envisioned changes in their practice by implementing reform-based curriculum and textbooks (Chowdhuri, 2020). NCF 2005 and earlier policies as well as curricular frameworks have been criticised to follow the route of top-down approach in bringing any change (Anand & Lall, 2022; Ball & Cohen, 1996; Batra, 2005; Choppin, 2009; Remillard, 2005).

It has been well researched that teachers negotiate with reform-based textbooks and curriculum in varying ways (Remillard, 2005). Teachers’ negotiations with any proposed reform are a product of their identity and beliefs (Heyd-Metzuyanim, 2019, Thompson, 1984). The proposed research explores the relation between teachers’ identities, their beliefs and choices they make in their practice. For the given research, case study of seven teachers teaching mathematics in primary grades were done. These teachers were employed in a non-governmental organisation (NGO) but were teaching in state-run government primary level schools. The site of research presents a unique case of partnership of an NGO with the government. Open-ended interviews were carried ahead with each of them. Classrooms of five of these teachers were observed for a period of a week to see how their choices translate into practice.

The conclusions derived from the study discusses how teachers viewed themselves as an agent of change. Working within the protocols followed in the school and the expectations set by the NGO, they kept the learner in focus while making any decisions related to their practice. These practices encouraged both individual and collective participation of learners. Collaboration through group work was encouraged to make learners interdependent. These collaborative practices shared the onus of learning within the learners. Teachers also talked about challenges and limitations they usually faced.

This proposed research will add to the discourse of teachers’ engagement with mathematics education reforms in India. At global level, teachers’ engagement with the reforms has been researched upon from teachers’ identity, teachers’ beliefs, teachers’ agency perspectives and this research will enrich the existent discourse from the India context (Anand & Lall, 2022). It is imperative that theorization of teachers’ engagement with reforms is evolved from ground and this research will help take steps in that direction. 

Qualitative research is undertaken to understand the meaning the actors make of the “events, situations and actions they are involved with” (Maxwell, 1996, p. 17). The role of context in which the actors participate and the influence of this context on their meaning making is also focussed in qualitative research. Qualitative research is undertaken to understand “the process by which events and actions take place” (Maxwell, 1996, p. 19). Methods of data collection in the qualitative research “in natural setting is sensitive to the people and places under study” (Creswell, 2007, p. 37). Analysis of data in qualitative research is inductive in nature. Patterns and themes are generated from rounds of data analysis in qualitative research. Here the conclusions emanating from this qualitative research will make contribution towards the theorisation of teachers’ engagement with reforms. For the given research, case study of seven teachers teaching mathematics in primary grades were done. These teachers were employed in a non-governmental organisation (NGO) but were teaching in state-run government primary level schools. The site of research presents a unique case of partnership of an NGO with the government. The following parameters were kept in mind while making sample selection: • All the teachers should be teaching any of the primary grades. • Across the sample of teachers, varied grades were covered. • Each teacher had at least three years of experience any of the grades so that they have some experience at hand before participating in the research. • The teacher should be comfortable participating in the interviews, getting her classes observed. The schools should also provide necessary support for the same. • Requisite permissions and purpose of the proposed research were explained to the all the concerned personnel. This contributed towards trust building with schools and the teachers. Trust and rapport building are crucial element of a qualitative research (Maxwell, 1996). Further, purposeful sampling (Maxwell, 1996, p. 70) was deemed suitable technique for this research. The reason for choosing this sampling technique was that the teachers were be identified as per the criteria listed above. Methods of data collection were open ended interviews and classroom observations. Open-ended interviews were carried ahead with all the seven teachers. Classrooms of five of these teachers were observed for a period of a week to see how their choices translate into practice.

The conclusions derived from the study discusses how teachers viewed themselves as an agent of change. Working within the protocols followed in the school and the expectations set by the NGO, they kept the learner in focus while making any decisions related to their practice. These practices encouraged both individual and collective participation of learners. Collaboration through group work was encouraged to make learners interdependent. These collaborative practices shared the onus of learning within the learners. Teachers also talked about challenges and limitations they usually faced. This proposed research will add to the discourse of teachers’ engagement with mathematics education reforms in India. At global level, teachers’ engagement with the reforms has been researched upon from teachers’ identity, teachers’ beliefs, teachers’ agency perspectives and this research will enrich the existent discourse from the India context (Anand & Lall, 2022). It is imperative that theorization of teachers’ engagement with reforms is evolved from ground and this research will help take steps in that direction.

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