Towards Anxiety Free Mathematics Classrooms in Northeast India: A Conceptual Framework for Integrating Indian Knowledge into Mathematics Pedagogy

The Indian Knowledge System (IKS) in mathematics is one of the oldest and most profound intellectual traditions which provides a holistic and culturally rooted approach to address these challenges by incorporating historical evolution, philosophical foundations, and practical applications integrated in daily life. Mathematics anxiety is a significant psychological barrier that negatively influences student’s participation, achievement and problem-solving abilities in mathematics, often leading to low academic achievement, reduced self-efficacy, and avoidance of mathematical tasks. In Northeast India’s rich culturally and linguistically diverse region, especially in states like Arunachal Pradesh, Nagaland, Mizoram, and Manipur where standardized mathematics teaching often remains detached from the learners’ socio-cultural backgrounds, which further intensifies anxiety and restricts meaningful learning. This conceptual paper explores how IKS, including regional tribal practices and broader Indian traditions, can serve as effective teaching aids to create inclusive, emotionally supportive mathematics classrooms. Drawing on existing literature from mathematics education, ethnomathematics, and culturally responsive pedagogy, the paper argues that integrating IKS integrated pedagogy can significantly enhanced conceptual understanding, academic achievement, and confidence of learners while highlighting practical implications for educators, curriculum developers, and policymakers aiming to promote culturally relevant and anxiety free mathematics learning environment in Northeast India.