Chandigarh, Sept. 30 -- Mathematics is much more than a school subject. It develops reasoning, logical thinking, decision- making and problem-solving skills. Yet, for many students, it gradually becomes a subject associated with fear and anxiety. We often hear students say, "Mathematics is very difficult," "I cannot solve mathematics questions," or "I do not want to take mathematics in senior classes." This raises an important question: Why does a subject so closely connected with everyday life become a source of anxiety for some children? There is no single answer. Mathematics anxiety can have several causes, including previous experiences, confidence, learning difficulties and the nature of mathematical tasks. However, one aspect deserves particular attention: mathematics is a cumulative subject. One concept supports another. The understanding of numbers and basic operations supports fractions and decimals. Fractions, ratios and percentages support later mathematical learning. Algebraic manipulation and factorisation become important when students encounter equations and polynomials. Therefore, if some foundational learning gaps remain unaddressed at any stage, they may become more visible when mathematics becomes increasingly complex. Consider a Class 10 student learning linear equations or polynomials. The student is attentive, interested and genuinely eager to learn. The teacher explains the concept, the method is understood, and the student begins solving questions independently. Yet the answer is wrong. Where did the difficulty occur? Sometimes, it is not the new concept at all. The student may make an error while working with fractions. The LCM may be incorrect. There may be a mistake in multiplication or division. A sign may be changed incorrectly. A percentage or ratio may not be fully understood. In other words: The student may understand the concept but still struggle to reach the correct answer because an earlier mathematical skill needs strengthening. Repeated experiences of this kind can affect confidence. A child may gradually begin to think, "I am weak in mathematics." Once such a belief develops, the child may start avoiding the subject. This is why identifying learning gaps is so important. We should not look only at whether the final answer is right or wrong. We should ask: At which step did the child face difficulty? Was it a conceptual problem? A calculation error? A gap in an earlier concept? A language-related difficulty? Or simply a need for more guided practice? This approach changes the focus from judgement to diagnosis. If a student struggles with fractions, we strengthen fractions. If percentages are difficult, we revisit percentages through meaningful examples. If basic operations are causing repeated errors, we provide focused practice. The objective is not to take the child backwards. It is to strengthen the foundation so that the child can move forward with confidence. This should not be viewed as criticism of any particular group of teachers or any particular stage of schooling....