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Class 12th CBSE maths paper: Teaching-evaluation mismatch to ruin students' future
After the recent mathematics examination for Class 12 this year, most candidates came out of the examination halls crying. There were complaints about both the difficulty level of the questions as compared to the last year as well as change in the pattern of the paper that included the higher order thinking skills (HOTS) this year.

"We were neither taught for HOTS development in maths in the academic session nor given any practice in such questions in the classroom but got tested for them. I got nervous after reading the question paper and became extremely unfomfortable in the examination hall and started sobbing as soon as the answer script was taken away from me. It was extremely unfair paper and even most of maths teachers would score around fifty percent marks in this type of paper. My dream to pursue an engineering course seems to have crashed," informed a dejected girl in the neighbouhood who took the examination and said that it was going to affect her performance in other subsequent papers due to an anxiety-struck mental state.

When contacted, even a bright maths male student who had got a perfect score said that he could complete only 80 per cent of the paper since questions required thinking and application of HOTS, solving questions took more time and felt bad about his incomplete paper for the first time in his life. Had he got, more time he would have done rest of the questions rightly, he added.

A maths teacher was of the opinion that a lot of average students, are going to either fail in the paper or may get supplementary examination. There was no proper training of teachers for maths instruction with a focus on HOTS nor students were prepared for doing such indirect questions, he opined.

I think that there is a need to reform mathematics teaching in our schools by giving proper training to teachers and establishing a support system to transfer training to classroom. The unfair mathematics paper of this year may even reinforce the gender-maths stereotyping and impact negatively the girls to pursue mathematics at the senior secondary level, I suspect.

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