Copyright © 2026 Authors retain the copyright of this article. This article is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

@article{207513,
        author = {Archna Tripathi},
        title = {Addressing Conceptual Gaps in Senior Secondary Mathematics Education: Insights for Curriculum Reform and Effective Classroom Practices},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {13},
        number = {no},
        pages = {1-6},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=207513},
        abstract = {The conceptual difficulties that exist in senior secondary mathematics education continue to impact students' knowledge, participation and learning outcomes. Conceptual gaps are frequently caused by an ineffective in-class learning strategy, shortcomings of the curriculum, teachers' pedagogical inadequacies, and the failure to match the teachers' instructional strategies with students' learning needs. 
These are critical issues to address to improve mathematics education and to have a meaningful learning experience. The secondary research study reported here critically reviews the literature on conceptual gaps in teaching and learning of senior secondary mathematics and implications for curriculum reform and effective classroom practices. This study draws on findings from peer-reviewed journal articles, books, policy documents, curriculum documents, and published educational reports to determine the most prevalent factors that cause conceptual misunderstandings and learning challenges in mathematics. Additionally, it examines current pedagogical strategies and innovations in the curriculum that facilitate conceptual learning, problem-solving, and student engagement. The paper synthesizes these existing practices and draws attention to important recommendations for curriculum developers, mathematics educators, teacher educators and policy makers to improve mathematics education by using pedagogies that are learner-centred and concept-oriented. 
The study is useful to the discourse on mathematics education because it offers evidence-based findings which can feed into curriculum development for enhancement and improve the quality of mathematics learning and teaching at the senior secondary level.},
        keywords = {Conceptual Understanding, Mathematical Literacy, Senior Secondary Mathematics, Curriculum Reforms, Effective Classroom Practices, Formative Assessment},
        month = {August},
        }