© IJARW | ISSN (O) - 2582-1008 September 2019 | Vol. 1 Issue. 3 www.ijarw.com IJARW1032 International Journal of All Research Writings 16 PEDAGOGICAL APPROACHES IN MATHEMATICS: INDIAN PERSPECTIVES AND PRACTICES. Kaushik Das Assistant Professor (CWTT, College Appointed) of B. Ed. Department, Gobardanga Hindu College, West Bengal-743273, India. ABSTRACT The present study examined the major practices of the Pedagogical Approaches in Mathematics Education. The present paper explores the responsibility of Mathematics Teachers & finds out the problems and challenges to integration Mathematics and Pedagogical knowledge. In this article, the researcher finds out the pedagogical outcomes in mathematics classrooms at school & college level. This study tries to present the Pedagogical Approaches in the teaching-learning of mathematics class in India as a shadow. The methodology of the study is a mixed type involving interpretative approach where qualitative data were collected and study secondary sources, like books, articles, journal, thesis, university news, expert opinion and websites etc. Finally, meaningful suggestions are offered. Keyword: Mathematics Education, Mathematics Teaching, Pedagogical Approaches, Pedagogical Content Knowledge, Teacher Education, Teaching-Learning. 1. INTRODUCTION Modern countries see the value of building a mathematical educated society and always expect strong mathematical elites that can shape the knowledge economy of the 21st century. India, with its strong mathematical heritage, is expected to gain a foothold in world mathematics. However, this may be unreasonable and unexpected, as India has long been suffering from the problem of local poverty and even public education has become a challenge. Responds to the National Curriculum Framework (henceforth "NCF 2005") and directs the development of new curriculum and textbooks based on how children actively build knowledge, through social and cultural practices (National Council for Educational Research and Training [NCERT], 2005). The preparation of the teaching of mathematics for the NCF 2005 position (NCERT, 2006a) states that the primary goal of mathematics education is the development of "mathematics of the child's thought processes" and "the child's internal source of growth." It continues to argue for "shifting from content to process", suggesting multiple approaches, to exempt school math from "oppressing the correct answer obtained by applying an algorithm that has been taught." It specifically emphasizes the need for various processes such as "formal problem solving, use of heuristics, estimation and estimation, optimization, use of patterns, visualization, presentation, logic and proof, connection making, and mathematical communication". No general methods or new viewpoints were arrived at in any area of mathematics and, certainly, the Hindus (i.e., the Indians) did not appreciate the significance of their contribution (Joseph, 1994). My intention here is to continue this line of inquiry with a discussion of an Indian context to mathematics education. This analysis rests on the assumption that India is not a static ideology but rather a dynamic strategy for understanding the thinking and experiences of Indian students in mathematics Pedagogies. Moreover, my analysis is intended to contribute to the emerging literature on culturally relevant pedagogy. Recently a holistic recognition of the interpenetration of biology and culture has opened up a fertile ground of research on culture and mathematical cognition (see, for example, [4]). These comments invite us to look at the history of mathematics before we study mathematics. These comments invite you to look at the history of mathematics in a broader context so that it can be easily incorporated into other possible forms of mathematics. But we will go further than this consideration. This is not mere academic practice, as its impact on mathematics education is clear enough. We, therefore, refer to the recent advances in theories of cognition. This shows how strongly culture and knowledge are related and, although for a long time a close connection between cognitive processes and cultural environments has been