Ancient Indian Mathematics

Abstract

The National Education Policy (NEP) 2020 emphasizes the integration of Indian Knowledge Systems (IKS) into curricula to strengthen education in its cultural and intellectual context. This integration is crucial for ensuring that students are rooted in indigenous traditions while developing global competencies. The Indian Knowledge tradition, extending from ancient times through the pre-colonial era, reflects timeless wisdom in diverse fields such as mathematics, astronomy, medicine, metallurgy, and philosophy. Renowned scholars like Aryabhata, Varahmihira, Charaka, Susruta, Brahmagupta, Madhava and Bhaskaracharya contributed significantly to global learning, particularly in mathematics, where concepts such as zero, the decimal system, and algebraic methods originated.

Education in ancient India, imparted through Gurukulas and Parishads, adopted a holistic and multidisciplinary approach that combined intellectual inquiry with moral and ethical grounding. However, colonial narratives marginalized these achievements, branding them as primitive or outdated, and current curricula continue to underrepresent them. Such neglect undermines the recognition of India’s scientific contributions and their potential relevance today.

This paper argues for the urgent inclusion of ancient mathematical knowledge within formal education to promote sustainable development, critical thinking, and problem-solving. Traditional methods of calculation, as documented in ancient treatises, often provide simpler and faster solutions compared to modern techniques taught in schools. Recognizing and revitalizing these approaches under NEP 2020 is essential for creating a more balanced, inclusive, and contextually relevant education system. Ultimately, this work highlights the need to protect, conserve, and transmit indigenous mathematical wisdom as an integral part of global educational discourse.