08/08/2026
https://akshara.org.in/wp-content/uploads/2026/05/AksharaGKA2.0-Evaluation-IITB-Final-Report.pdf
What makes an effective mathematics classroom?
A recent study by the Centre for Educational Technology, Indian Institute of Technology, Bombay, in collaboration with Akshara Foundation, explored this question by examining teacher practices and student participation during mathematics lessons in Karnataka government schools as part of Ganitha Kalika Andolana (GKA) 2.0 for students in Grades 6–8.
The findings highlight what drives meaningful classroom engagement:
1. Students were most engaged when they actively used Teaching-Learning Materials (TLMs), especially in collaborative group settings.
2. Lessons that combined multiple phases of the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate) encouraged deeper participation than relying on a single instructional phase.
3. The Concrete-Representational-Abstract (CRA) approach helped strengthen students' conceptual understanding by connecting hands-on learning with visual representations and abstract mathematical thinking.
4. The study also resulted in a validated classroom observation toolkit, providing educators with a scalable, evidence-based way to observe, monitor, and strengthen classroom practice.
The research reinforces an important idea that Akshara Foundation has been implementing and refining for many years now: improving mathematics learning is not just about what is taught, but also about how students engage with ideas. When pedagogy encourages exploration, collaboration, and active participation, classrooms become spaces where deeper learning can thrive.
