19/02/2026
The recent Mathematics examination administered by the Central Board of Secondary Education(CBSE) has sparked a significant discussion, not only regarding the exam itself but also about the silent struggles our children endure.
Many students entered the examination hall armed with hours, months, and even years of preparation. They diligently practiced problems from textbooks, reviewed past papers, attended extra classes, and memorized procedures step by step. Yet, when faced with questions presented in a slightly altered format that assessed comprehension rather than rote memorization, many found themselves at a standstill.
This is not indicative of a lack of capability among our children; rather, it reflects a training system that prioritizes memorization over critical thinking.
Imagine the anxiety experienced by a child who has been conditioned to believe, “Follow this method, and you will get the answer,” only to encounter a question that asks, “Can you apply this concept in a new way?” In such instances, the child may feel paralyzed, overwhelmed by panic, and their confidence may wane. In that moment, years of hard work can seem to dissipate.
This encapsulates the genuine challenges many children are currently facing:
- They study earnestly but lack conceptual clarity.
- They perform well on school assessments yet feel disoriented by application-based questions.
- They experience apprehension towards unfamiliar questions, even when the underlying concepts remain consistent.
- They may begin to question their intelligence, when, in reality, the educational system has not equipped them for this type of thinking.
In recent years, it is evident that CBSE is gradually transitioning towards competency-based questions, real-life applications, and analytical reasoning. This shift represents a positive and necessary development for the future our children will navigate, as the world they will inhabit will require problem-solving, creativity, and adaptability, rather than mere memorization.
However, this transition can be painful for students if teaching methodologies remain unchanged.
Schools must take proactive steps at this crucial juncture:
- Classrooms should emphasize understanding the rationale behind concepts, rather than solely focusing on procedural solutions.
- Teachers need to foster discussions, encourage reasoning, and present multiple approaches to problem-solving.
- Assessments must align with this new approach to prevent students from being taken by surprise during board examinations.
- Students should be allowed to make mistakes and learn from them without fear of repercussions.
Above all, it is essential to safeguard our children’s confidence during this transition. A child who encountered difficulties on this examination is not lacking; rather, they are navigating a system evolving more rapidly than the support provided to them.
This is a moment for empathy.
*To Parents:* Reassure your child that a single examination does not determine their capabilities or future potential.
*To educators:* Assist them in developing understanding rather than simply obtaining answers.
*To Students:* Your capacity for critical thinking and personal growth far exceeds what any examination can quantify.
Let this be the pivotal moment in which we collectively transition from rote learning to genuine understanding, from fear to curiosity, and from pressure to purpose.
Every child deserves not only to succeed in examinations but also to feel confident in their ability to think critically, solve problems, and confront the challenges that lie ahead.
