DOI:- https://doi.org/10.64880/shikshasamvad.v3i3.34

Author(s) : Nitu¹, Prof. Pravat Kumar Dhal²

ABSTRACT

Mathematics education remains a critical yet under-addressed dimension of school learning in Bihar, one of India’s most educationally challenged states. This study examines the current state of mathematics learning outcomes and persistent learning difficulties in Bihar government schools within the framework of the National Education Policy (NEP) 2020. Employing a descriptive-analytical research design, the study utilises secondary data sourced from ASER 2022, ASER 2024, NAS 2021, UDISE+ 2023–24, and PARAKH 2024 to assess student performance trends, infrastructural deficiencies, teacher deployment gaps, and NEP 2020 implementation progress. The objectives are to evaluate mathematics achievement levels across primary and upper primary classes in Bihar, and to identify structural and pedagogical determinants of mathematics learning difficulties. Findings reveal that Bihar consistently trails national averages in foundational numeracy, with only 25.9% of Class 3 students performing basic subtraction in 2022, rising to an estimated 31% by 2024 still far below target. A mathematics subject pupil-teacher ratio of 462:1 at the secondary level, severe digital infrastructure deficits, and inadequate NEP 2020 implementation emerge as key barriers. Targeted teacher deployment, digital equity, and strengthened NIPUN Bharat monitoring are recommended.

Keywords: Mathematics learning difficulties, NEP 2020, Bihar government schools, NIPUN Bharat, foundational numeracy

Cite this Article: 

Nitu¹, Prof. Pravat Kumar Dhal², “A Study of Mathematics Education and Learning Difficulties in Bihar Government Schools under NEP 2020”Shiksha Samvad International Open Access Peer-Reviewed & Refereed Journal of Multidisciplinary Research, ISSN: 2584-0983 (Online), Volume 03, Issue 03, pp.298-307, March-2026. Journal URL: https://shikshasamvad.com/